The production stage plays an important role in prompting and maintaining learner initial motivation. For instance, oral production activities can be extremely effective tools in inviting and stimulating pupil interest and intrinsic motivation in order to achieve the maximum portion of learning, particularly if they stimulate activities needed in actual communication.

Pupils seem to work well and engage actively in the learning tasks when these tasks personalise and localise the language by using the pupils and their background as a point of departure, and by having clear life-like objectives so that the pupils would identify themselves with them. To cater for learner motivation, these activities are also expected to consider pupil linguistic proficiency, age level, cognitive and effective domains, meaningfulness, clarity of instructions, attractiveness, variety and explanation of the rationale, objectives and outcomes so that the pupils would know their destination before they perform the task. This is important because drawing on pupils' own resources in language learning and recognising their experiences are considered as powerful forces and a source of lesson material. Ample time is expected to be devoted to carrying out the activities to enable the pupils to learn and succeed in accomplishing the tasks. It is widely believed that the learning outcome will be greater if the learner is greatly involved in learning. This emotional involvement in relevant tasks makes learning interesting and releases panic and anxiety, which inhibit successful, pleasurable language learning. It follows, therefore, that pupils score better results and experience a genuine feeling of confidence and success. This success is a crucial ingredient when it comes to language learning. Brustail (a linguist) states that,"In the language learning situations, nothing succeeds like success." Success in accomplishing the tasks, then, prompts motivation, which directs learners to adopt deep approaches to learning.

Meaningful learning tasks are brought to be easily mastered while the attractiveness of the tasks increases expectancy of further success. However, it has been widely accepted that learning would be more effective when the learners initiate the learning topics by themselves. Ellis (a linguist) argues that motivation, which derives from a sense of academic or communicative success, can be developed by careful selection of learning tasks, both to achieve the right level of complexity, to create opportunities for success and to foster intrinsic interest.

Another element of motivation offered by implementation of the oral production activities stems from the emphatic, collaborative atmosphere, which replaces the competitive, counter-productive climate. As far as language learning is concerned, the former is more facilitative than the latter as it operates within an environment which is conductive to successful learning.

Moreover, oral production techniques and activities demonstrate to the pupils that they can use the foreign language meaningfully to carry out various acts, as they do in their L1. This reality asserts the notion that the target language is considered as a social behaviour and a vehicle for normal communication rather than as a discrete set of rules, as it provides 'real-world' use. This fact actually convinces them to value what they are learning, triggers their motivation and makes them want to learn. As Larsen-Freeman has pointed out,"One of the basic assumptions of the Communicative Approach is that students will be more motivated to study a foreign language since they feel they are learning to do something useful with the language they study."

Another fertile source of motivation offered by the oral production is the use of authentic and semi-authentic materials, which expose the pupils to language in real use. This opportunity makes learning active and creative as interaction stimulates natural, spontaneous and appropriate speech.

In addition, the process of integrating language skills operating in group dynamics interaction is essentially important in initiating interest and stimulating motivation in the pupils, as it reflects real-life use where these skills are not used in any set order. Byrne (a linguist) argues that the idea of integrating skills is crucial as it provides opportunities for using language naturally, i.e. not just practising it. Besides, and more importantly, pupils seem to learn better when they engaged in activities involving more than one skill.

Furthermore, pupils acquire motivation through the organizational patterns, which characterise the oral production stage. On the one hand, these patterns break and reverse the boring classical 'lock-step' form of teacher/whole-class integration. On the other hand, they enhance spiral teaching and mark a major shift from the established routines of drills and practices. This change in focus brings a new life into classroom interaction as it gives room for pupils with different personality traits to go about learning. To put it another way, it allows for the accommodation of divergent as well as convergent types of learners.

Generally speaking, varied strategies of oral production techniques and procedures have a positive influence in learner motivation, as they address pupils' overall human needs such as security, belonging, self-esteem and desire for self-realization.

They also satisfy pupils' intellectual interests and feed into the most important facet in governing a person's success in L2 learning, which is effective domain. Feedback provides in such setting consolidates learning and accordingly triggers motivation to reinforce successful learning aspects and to put in more efforts to support success.

CONCLUSION In conclusion, teachers cannot depend on the pupils' interests and desires for learning a foreign language. Consequently, external motives are the most important elements in successful foreign language learning and are adequate compensatory factors for the absence of the spontaneous desire to learn the language . Finally, motivation is the basic element in foreign language teaching and learning .Pupils who are highly motivated learn faster and better than the ones who find the study of language distasteful .Pupils should know the desire to learn language and it is useful . ( Motivation should come from learners based on their desires and needs )

Prepared by: T. ABDALLAH H. AQEL

BIBLIOGRAPHY

Congelosi, J. ( 1988 ) Classroom management strategies , Longman .
Peck, A. ( 1988 ) Language teachers at work .
ELT ( 1 ) Al- Quds Open Univ. Pub. ( 1995 ) No. 5353

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