's education. Rather, it should indicate that degree holders are able to recognize the limits of their knowledge and have the ability to search further for answers. Instructors can only indicate means to access information and incite students to keep abreast of new additions to their profession. Motivation and learning are thus closely related.

       On the university level, learning may be enhanced through the intrinsic motivation of the student. Intrinsic motivation is the belief that the material being taught has a direct relationship to the real-life needs of the students. For instance, a translation student who wants to work with the European Union after obtaining a degree will quickly grasp the necessity of knowing the intricacies of Europe's geography. Relevance to the student's future plans makes this assignment intrinsically valuable. The instructor will not have to insist that the student study carefully. On the other hand, extrinsic motivation is the material benefits students earn when they prepare an assignment. A high mark is extrinsic motivation to do well; a scholarship, a high-profile internship are also examples of extrinsic motivation. Even though it is evident that a mature student should work for the intrinsic value learning has, extrinsic motivation is an added plus. In fact, there have been many studies done that have shown clearly how motivation enhances learning (Good,T. & Brophy, J. 1991). The self-efficacy theory has shown that students vary in the way they evaluate their ability to learn. Some students believe that they have a high ability to learn and generally perform at high standards. Others see themselves as slow learners, or see certain subjects as difficult to comprehend. They are directly influenced by their perceptions of their learning abilities and may not perform to their potential. University instructors should be sensitive to the perceptions students have of their abilities and teach so that students see that success is an achievable goal.

       It is clear from the learning theories above that university education is not an end in itself and university instructors are not only fonts of knowledge. Today's university instructor provides tools so that students may themselves build their knowledge base.

       How students learn languages and are able to use them to earn a living is quite a complex subject. If you experiment and look up the word "language" in a linguistic book index, you will see that you are asked to consult, "meaning." This is not at all surprising since languages do not exist in a void. Without meaning, language is gibberish. One of the most common normative definitions of the term "language" is: "a body of words and symbols governed by rules that tie people together into a speech community." When people of one speech community wish to communicate with those of another community, translators are needed. When methods of communication between communities are studied, education is also a factor to be considered. According to Hodge, (2000,p.1), "good teaching and good learning alike are so dependent on language and communication that the two are inseparable." Translators and media specialists have the enormous responsibility of assuming the role of a bridge between communities who either have the need to communicate such as in the translation of technical texts, or who desire access to another's cultural richness. Knowing the other's language as intimately as possible is the basic means of accomplishing these tasks with success.

       The language study is one of the oldest domains in education. The four basic elements of culture: language, communication, translation and education have been examined since at least 1600 b.c. when we first have proof that linguists were questioning the sources of language (Framkin & Rodman, 1998:26). Even though language and discussion of how people learn language have been with us for a long time, there is a still a lot we do not know. Many linguistics textbooks still amazingly begin with statements such as "we know only this," "there is a lot we do not know," or "yet unknown mechanisms." Scholars are still trying to determine how people learn a first language and what parts of that mechanism are, if any, are transferred when we learn a second or third language. According to neurolinguists, the main language centers are located in the left hemisphere of the brain (Fromkin & Rodman, 1998:56). Broca's area, in the front, Wernicke's area in the back, and the angular gyrus, also located in the back of the brain are known to play the main role in a person's language ability (Steinberg, 1993: 180.)

       As a translation instructor, it is definitely not necessary to become a neurolinguist, but it is

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