Students’affectivefactorsandteachinginfavor

ctors of a L2 learning course actually to motivate,the learners do of course need to be learning the L2 for some potentially motivating purpose.They needto have a goal for their learning.Lambert,in a series of experiments carried out over 30 years between the 1950s and the 1980s,has identified 2 main types of positive motivation that learners may have for learning a L2:Instrumentalmotivation and Integrative motivation.1.Instrumental motivation"Studying a foreign language can be important for students because it willsome day be useful in getting a good job."a statement in the Focusing Questions .Just as H.Douglas Brown stated that instrumental motivation refers tomotivation to acquire a language as means for attaining instrumental goals:topass an exam,to read technical material,to further a career.2.Integrative motivationVivian Cook (1996)stated "a foreign language is important to my students because they will be able to participate more freely in the activities of other cultural groups."An integrative motivation is employed when learners wish to integrate themselves within the culture of the 2nd language group,to identify themselves with and become a part of that society.A survey of young people in Europe found that 29 percent wanted to learn more languages to increase their career possibilities,while 14 percent wanted them in order to live work,or study in the country.The last category,51 percent,however,were motivated by 'Personal interest'.The survey points out that there is no single means of learning a 2nd language:some learners in some contexts are more successful in learning a language with integrative motivation,and others indifferent contexts benefit from an instrumental orientation.The finding also suggests that the 2 types of motivation arenot necessarily mutually exclusive.Second language learning is rarely motivated by attitudes that are exclusively instrumental or exclusively integrative.Mostsituations involve a mixture of each type of motivation.Arabic speakers learning English in US for academic purposes may be relatively balanced in their desire to learn English both for instrumental purpose and to understand and become somewhat integrated with the culture and people of the US.L2 motivation should not therefore be considered as a forced choice between these two.Both types are important.A student might learn an L2 well with anintegrative motivation or with an instrumental one,or indeed with both,for one does not rule out the other,or with other motivation.Between the 2 different types of the motivation in English learning,only a small amount of the English-learners in our country are integratively motivated,due to their special family background and their needs for going abroad.And also another small portion of them are typically instrumentally motivated.Fromanother survey,we found easily that 80%of English learners'motivation belongs to certificate motivation,which is a part of instrumental motivation.Anxiety