1. STUDENT MOTIVATION TO LEARN CONCLUSION Motivation in education has a crucial impact on promoting student learning. The strategies of intrinsic and extrinsic motivation help to create an atmosphere in which students learn efficiently. There are research which were conducted in motivation. With the help of the claims and theses of them, using intrinsic and extrinsic motivation strategies may supply opportunities and benefits for student learning process. Moreover, teachers can build these motivational strategies into their instructional plans by asking themselves questions about the content or skills involved in an academic activity and then using the answers to these questions as guidelines for planning motivational elements. In conclusion, motivation can direct behavior toward particular goals, enhance cognitive processes and lead to improved performance REFERENCES Deci, E. (1972), “Intrinsic Motivation, Extrinsic Reinforcement, and Inequity”, Journal of Personality and Social Psychology. Deci, Edward L.; & Ryan, Richard M. (1985), Intrinsic motivation and self- determination in human behavior, New York: Plenum. Lepper, M. R., Greene, D. & Nisbett, R. E. (1973), “Undermining children's intrinsic interest with extrinsic rewards: A test of the over justification hypothesis”, Journal of Personality and Social Psychology. Pintrich, P. R., Roeser, R., & De Groot, E. (1994), “Classroom and individual differences in early adolescents' motivation and self-regulated learning”, Journal of Early Adolescence. Reiss, Steven (2004), “Multifaceted nature of intrinsic motivation: The theory of 16 basic desires”, Review of General Psychology. Ayça YALÇIN - Selin HOMAN - Orhan ÇETİN Department of ELT, Mersin University ayca.yalcin@hotmail.com, slnhmn@hotmail.com, orhanchetin@hotmail.com INTRODUCTION Motivation is of particular interest to educational psychologists because of the crucial role it plays in student learning. Motivation in education can have several effects on how students learn and how they behave towards subject matter. Because students are not always internally motivated, they sometimes need situated motivation, which is found in environmental conditions. Teachers create these conditions. Teachers want students who choose to attend class regularly, participate constructively, persist when learning is difficult, make effort to prepare for class and to study effectively, seek help when they need it and translate all this into academic success. There are two kinds of motivation: intrinsic and extrinsic. Each kind has its own strategies to stimulate motivation for learning. LITERATURE REVIEW Deci & Ryan (1985), in their cognitive evaluation theory, they suggest that intrinsic motivation is associated with high educational achievement and enjoyment by students. Lepper, Greene & Nisbett (1973), in their research they propose that extrinsic rewards can lead to over justification and a subsequent reduction in intrinsic motivation. Pintrich, Roeser & De Groot (1994), they found that students who focus on learning and mastery are more likely to have higher self-efficacy, less test anxiety, and show higher levels of motivation, and they are more willing to study in ways that lead to deeper learning. Reiss (2004), in his study, he proposed that find intrinsic desires directly motivate a person's behavior, and not aimed at indirectly satisfying other desires. TYPES OF MOTIVATION Intrinsic Motivation: It occurs when people are internally motivated to do something because it either brings them pleasure, they think it is important, or they feel that what they are learning is significant. It is known as ‘self-motivation and refers to influences that originate from within a person which cause a person to act or learn. Examples of these influences are one’s self -concept, self- esteem, self- satisfaction, personal values, and personal/emotional needs and drives. Extrinsic Motivation: It occurs when students are compelled to do something or act a certain way because of factors external to them. It refers to outside sources or values that influence a person to act or learn. Examples of these outside sources are rewards; positive or negative outcomes; and comfort or discomfort. As long as this external source provides the sufficient incentives or conditions, learning can take place. STRATEGIES Offering rewards Project intensity Project enthusiasm Induce task interest Create appreciation Provide the need to think Provide informative feedback Provide the need for approval Minimize performance anxiety Structure appropriate competition Provide the need for influence of will Induce learners to generate their own motivation Call attention to the instrument value of academic