Motivating English Grammar Learning For Iraqi High Schools

❖Albodakh, M. K. K.&Cinkara, E. (2017).The relationship between learner motivation and

vocabulary size: The case of IraqiEFL classrooms. Arab World English Journal (AWEJ), 8 (2), 279-292 DOI: https://dx.doi.org/10.24093/awej/vol8no2.20

❖Ajzen, I. (1996). The directive influence of attitudes on behavior. In P. M. Gollwitzer & J. A.

❖Bargh (Eds.). The psychology of action: Linking cognition and motivation to behavior (pp. 385-403). New York: Guilford Press.

❖Al-Johani, H. M. (2009). Finding a way forward the impact of teachers' strategies, beliefs, and

knowledge on teaching English as a foreign language in Saudi Arabia. Unpublished doctoral dissertation, University of Strathclyde, Glasgow, Scotland, UK.

❖Al-Khairy, M. (2013a). English as a foreign language learning demotivational factors as perceived by Saudi undergraduates. European Scientific Journal, 9, 365-382.

❖Alqurashi, F. (2014). The effects of motivation on EFL college students' achievement. Studies in English Language Teaching, 2(4), 385-400.

❖Alrabai, F. (2014). A model of foreign language anxiety in the Saudi EFL context. English Language Teaching, 7(7), 82 101. http://dx.doi.org/10.5539/elt.v7n7p82

❖Barkhuizen, G.P. (1998). Discovering learners' perceptions of ESL classroom teaching/learning activities in a South African context. TESOL Quarterly, 32 (1), 85-108.

❖Bernaus, Merck. (1995). The role of motivation in the learning of English as a foreign Language. Retrieved from http://www.raco.cat/index.php/bells/article/viewFile/102734/149124, (June 8, 2015)

❖Brewer, E. W., & Burgess, D. N. (2005). Professor's role in motivating students to attend class. Journal of Industrial Teacher Education, 42(3), 24.

❖Brown, H.D. (1987 ). The principles of language learning and teaching. Englewood, N.J.: Prentice-Hall.

❖Brown, H. D. (2001). Principles of language learning and teaching. Beijing: Foreign Language Teaching and Research Press.

❖Brown, R. A. (2004). Motivation for Learning English amongJapanese University Students. Information & Communication Studies, 31, 1-12.

❖Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. http://dx.doi.org/10.1093/applin/1.1.1

❖Carrasgillo, A.L. (1994). Teaching bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.

❖Cheng, H.F., & Dornyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1(1), 153-174.

❖Ciechanowski, K. M. (2009). A squirrel came and pushed earth: Popular cultural and scientific ways of thinking for ELLs. The Reading Teacher, 62, 558-568. http://dx.doi.org/10.1598/RT.62.7.2

❖Clement, R. &Kruidenir, B. G. (1985). Aptitude, attitude and motivation in second language proficiency: a test of Clement'smodel. Sonrna/.Language and Social Psychology, 4, 2137.

❖Clement, R., Dornyei, Z. & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44,417-48.

❖Çolak, A. (2008). Attitudes, motivation and study Habits of English language learners. Turkey :Başkent University Press.

❖Cook, V. (2000). Linguistics and second language acquisition. Beijing: Foreign Language Teaching and Research Press and Macmillan Publishers Ltd.

❖Crystal, D. (1997). English as a global language. Cambridge University Press:Cambridge.

❖Dai, D. Y. & Robert J. S. (Eds.) (2004). Motivation, emotion, and cognition. New Jersey: Lawrence Erlbaum Associates.

❖Debata, P. K. (2013). The importance of grammar in English language teaching. Language in India, 13, 482-486.

❖Deci, E. L. & Ryan, R.M. (1985). Intrinsic motivation and self- determination in human behavior. New York: Plenum.

Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78 (3), 273-284.

Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.

Dornyei, Z. (2005). The psychology of the language learner individual differences in second language acquisition. New York: Lawrence Erlbaum Associates, loc.

Dörnyei, Z. &Csizer, K. (2002). Ten Commandments for motivating language learners: results of an empirical study. Language Teaching Research,

Dörnyei, Z., Csize'r, K., Nemeth, N. (2006). Motivation, Language Attitudes and Globalisation: a ilungarian Perspective. Multilingual Matters, Clevedon.

Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.

Ellis, G & Sinclair, B. (1989). Learning to Learn English. Gateshead: Athaneum.

Fareh, S. (2010). Challenges of teaching English in the arab world: Why can't EFL programs deliver as expected? Procedia-Social and Behavioral Sciences, 2(2), 3600-3604. http://dx.doi.org/10.1016/j.sbspro.2010.03.559

Gardner, R. C. (1985). Social psychology and language learning: The role of attitudes andmotivation. London: Edward Arnold.

Gardner, R. C. &MacIntyre, P. D. (1991). An instrumental motivation in language study: Who says it isn't effective? Studies in Second Language Acquisition, 26, 57-72.

Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13(4), 266-272.

Kavardi, E.&Kavandi, R. (2016). The effect of humor on students' grammar performance andtheir motivation. Theory and Practice in Language Studies, 6(7), 1466-1475. DOI: http://dx.doi.org/10.17507/tpls.0607.19

Khan, I. (2011). Learning difficulties in English.Diagnosis and pedagogy in Saudi Arabia. Educational Research, 2(7), 1248-1257.

Khonmoharnmad, H., Gorjian, B., & Eskandari, Z. (2014). Using games to affects learner motivation in learning English grammar. International Journal of Language Learning and Applied Linguistics World (IJLLALW),5(3), 324-341.

Kuhmonen, E. (2013). Music in the English classroom: effects on motivation and emotion.Bachelor's Thesis, University of JyväskyläDepartment of Languages English.

Harmer, J. (2001). The practice of English language teaching (3rd Ed.). London: Longman

Heining-Boyton, A.L., &Haitema, T. (2007). A ten-year chronicle of student attitude toward foreign language in the elementary school. The Modern Language Journal, 91 (2), 149168.

Homola, M. (1972). Motivacelidskéhochování. Praha: SPN

Horwitz, E.K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72 (3), 283-294.

Krashen, S.D. (1981). Second language acquisition and second language learning. First Internet Edition: December 2002). Retrieved from: http://www.sdkrashen.com/SL Acquisition and Learning/SL Acquisition and Learning.pdf

Krashen, S.D. & Terrell, T.D. (1988). The Natural Approach: language acquisition in theclassroom. New York: Prentice Hall International.

Kreutz, J.&Rhodin, N. (2016).The influence of ICT on learners' motivation towards learning English Degree Project in English and Learning 15 högskolepoäng, Advanced levelKultur, språk, medier

Kouritzin, S.G., Piquemal, N.A., & Renaud, R.D. (2009). An international comparison of socially constructed language learning motivation and beliefs. Foreign Language Annals, 42 (2), 287-317.

Larsen- Freeman, D. (2003). Teaching language: from grammar to grammaring. Boston, MA:Heinle.

Liao, H. C. (2005). Effects of cooperative learning on motivation, learning strategy utilization, and grammar achievement of English language learners in Taiwan. Dissertation/Thesis.

Lightbrown, P. M. &Spada N. (2001). Factors affecting second language learning. In: Candlin, C.N. & Mercer, N. (Eds.), English language teaching in its social context. London: Routledge.

Littlewood, W. (2010). Chinese and Japanese students' conceptions of the ideal English lesson.RELC Journal, 41 (1), 46-58.

Mahadi, T. S. T., &Jafari, S. M. (2012). Motivation, its types, and its impacts inlanguage learning. International Journal of Business and Social Science, 3(24), 231-234.

Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78 (1), 12-28.

Price, J., & Gascoigne, C. (2006). Current perceptions and beliefs among incoming college students towards foreign language study and language requirements. Foreign Language Annals, 39 (3), 383-394.

Ryan, R. M., &Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions Contemporary Educational Psychology, 25, pp. 54-67.

Roberts, L.P. (1992). Attitudes of entering university freshman toward foreign language study: A descriptive analysis. The Modern Lunguage Journal, 76 (3), 275-283.

Scarcella, R.C., & Oxford, R.L. (1992). The tapestry of language learning: The individual in the communicative classroom. Boston, MA: Heinle&Heinle.

Schmidt, R. & Watanabe, Y. (2001). Motivation, strategy use, and pedagogical preferences in foreign language learning. In Z. Dornyei& R. Schmidt (Eds.), Motivation and second language acquisition, (pp. 313-359). Honolulu: University of Hawaii, Second Language Teaching Center.

Schunk, D. H., Pintrich, P. R., & Meese, J. (2007). Motivation in Education: Theory, Research, and Applications(3rd Ed.). Englewood Cliffs, NJ: Prentice Hall.

Scrivener, J. (2003).Teaching grammar. Oxford: Oxford University Press.ISBN 0-19442179-1.

Shumin, K. (1997). Factors to consider: Developing adult EFL students’ speaking ability. Forum, 35(3), 8-13/29.

Tan, L. S. (2015). Motivating learners through engaged learning. In Q. C. Lang, A. F. L. Wong, & M. Y. Tay (Eds.).

Engaging beginning teachers (pp. 61-92). Singapore: Pearson Education South Asia.

Takagi, A. (2000). Motivation in English learning and grammar learning: A study of high school students. ARELE: Annual Review of English Language Education in Japan, 11, 61-70. https://doi.org/i0.20581/arele.11.0_61

Thornbury, S. (1999). How to teach grammar. Harlow, Pearson Education.

Tse, L. (2000). Student perceptions of foreign language study: A qualitative analysis of foreign language autobiographies. The Modern Language Journal, 84 (1), 69-84.

Ur, P. (1988). Grammar practice activities: A practical guide for teachers. Cambridge: Cambridge University Press.

Urbanovska, E (2006). Sociální a pedagogickápsychologie, Olomouc: Univerzita Palackého V Olomouci.

Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. A. Gao, & T.Lamb (Eds.). Identity, Motivation and Autonomy in Language Learning (pp. 3-4). UK,Britain : Short Run Press Ltd

Walker, C. (2011). Managing student motivation through teaching performance. UK: Birmingham University Press.

Wang, S. M. (2010). The significance of English grammar to middle school students in China. Journal of Language Teaching and Research, 1, 313--319

Williams, M. & Burden, R. L. (1997) Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.

Williams, M. & Burden, R. L. (2000). Psychology for language teachers. Beijing: Foreign Language Teaching and Research Press.

Wierus, B., & Wierus, M. (1994). Games in learner based teaching. Oxford: Oxford University Press.

Zhang, J. Y. (2009). Necessity of grammar teaching. International Education Studies, 2, 184