unfold within educational institutions by turning them into analytic objects." (Lave, 1996, p.6)
This is where Lave sets the problem of context by building on the basic premise that not all learning needs to be worthwhile. Translated, in this paper, the author has used the premise to show the effects of positive learning in individual so as to come up with a composite model for worthwhile learning within a person's experiences rather than simply within the educational institutions from the perspective of a teacher's motivation in an EFL classroom. This motivation and knowledge base takes a person through a variety of life experiences to help him or her practice a profession, meet people and basically, make a life. Motivation has been further defined as a combination of the following elements, by Kleinginna et al, 1981:
Another relevant definition of motivation comes from the fact that motivation is deeply linked with emotion. Izard (1990) believed that motivation and the direction of same is reflected in the facial expression of the learner and the teacher. Further, this has been discussed by Yerkes and Dodson (1908) when they have discussed the inverted U shape curve in studying goal orientation in relation with motivation.
Maslow (1971) has laid down important definitions and directions for studying the various areas of extrinsic motivation which have been discussed in the paper. These include Cognitive areas and operant conditioning. This has been furthered by Heirarchy of Needs as laid down by Maslow. This has been studied by Norwood (1999) in coping information and seeking information. Motivational factors have been studied in this paper from various viewpoints and definitions as can be seen in the literature review and research background. Mathes (1981) described self actualisation as a major factor in motivation as did William James (1892).
Literature Review and Research Background
The literature used for this paper has been exhaustive. It has drawn from the work of various scholars so as to understand the nexus between motivation and learning. This paper discusses the outcomes of energy arousal in the field of education through motivation. From there, it goes into finer details as far as aspects of those determinants in cognitive development are concerned. In this regard, the importance of motivation as laid down by Kleinginna et al (1981) have formed an important research element of this paper. These aspects have to do with general and other competencies. Before launching into a discussion of the same, Lave et al have separated intrinsic and extrinsic factors of motivation so as to better understand the basis on which the determinants of positive and negative