Ahmed Draia of Adrar Faculty of Art and Languages Department of English Language and Literature

1. 
Chapter One: Literature Review 
Introduction 
This part begins by highlighting the main concepts that influence the student performance in 
foreign language learning. It also contains a brief review of the role of motivation and attitudes 
in L2 learning. 
1.1. 
 Theoretical framework 
1.1.1. Definition of motivation 
MacIntyre et al. argue that “Motivation represents one of the most appealing, yet complex 
variables used to explain individual differences in language learning” (2001, p. 462). This 
clearly reflect the complexities of the idea that Gardner and Lambert first brought to light 
through their studies in the late 1950‟s. Thus, Motivation has been identified as one of the most 
powerful determinants of students' success or failure in school (Hidi & Harackiewicz, 2000). 
Pintrich & Schunk (1996) defined it as one‟s wish and will to behave in a directed way, which 
in turn initiates a series of actions to engage in particular activities. In academic context, 
Motivation refers to the reason students want to attend, engage in, and put effort in learning and 
achieving in school (Beck, 2004). 
1.1.2. Intrinsic and Extrinsic Motivation
The interest of the motivational framework needs to be linked to intrinsic and extrinsic 
motivation. For a long time, the discussion of these concepts is extensive since they are 
definitely the most popular means of describing motivation in higher education. The terms 
'intrinsic and extrinsic motivation' are dating back to the1960s, although they may have been 
used earlier. 

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Intrinsic motivation is normally interpreted as motivation through interest in learning or 
self-undertaking. Deci (1975:23) defined it as „… ones for which there is no apparent reward 
except the activity itself. People engage in the activities for their own sake not because they 
lead to an extrinsic reward'. Spaulding (1992) also states that „extrinsic motivation is as an 
outward force in the form of expectation, praise and rewards powers students in English 
learning‟. I.e. motivation through rewards external to the task is extrinsic. This type of 
motivation is less desirable, also called, the weak form. Whereas, the intrinsic is seen as the 
positive or the desirable form of motivation. 
This present study's conceptual framework consists of a combination of Gardner‟s (1985) 
Socio-Educational Model of motivation and socio-cognitive models of motivation (Pintrich 
2003; Pintrich and Schunk 2002). These models are more applicable in explaining the role of 
motivation in learning, and have been broadly used in studies about L2 motivation. Adding to 
that, the self-determination theory, the goal theory and attribution theory, which are the three, 
major; currently prominent; psychological theories on motivation are presented.