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

1.1.4. Socio-cognitive models of motivation
Students' motivation in educational atmosphere results from their perceptions of the 
classroom, and sometimes from their interactions with teachers, peers and others in school. 
(Hardré, 2003; Pintrich& Schunk, 1996). The nature of teaching curriculum design and teacher-
student/ student-student relationships plays an essential role in the degree and nature of 
motivation. Each student has a different level of motivation, as well as different personal and 
social factors that affect his or her motivation. The social cognitive model does not categorize 

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students as motivated or not, instead, they believe that students can be motivated in multiple 
ways and influenced by various factors and ways (Linnen brink & Pintrich, 2002).
The key factors, which play a central role in students‟ motivation, are the enjoyment of learning 
or the degree to which they are intrinsically motivated, the presence of external pressure and its 
influence on the learner. In addition, teachers' materials and activities relevant to student 
interest and needs. 
1.1.5. 
The Self-determination, The Attribution, and Goal Theories
The following is a list of some of the most important psychological theories that have caught 
the interest of LLM scholars, as well as how they were used as a result of them. These theories 
are part of the cognitive movement in psychological research that began in the 1970s. 
1.1.5.1. 
The Self Determination Theory
The self-determination theory is one of the most influential theories in motivational 
psychology (Dörnyei, 2003). According to the theory, developed by Deci and his associates, 
„[t]o be self-determining means to experience a sense of choice in initiating and regulating one's 
own actions‟ (Deci, Connell, & Ryan,1989:580). This is referred to as autonomy. According to 
this theory, we distinguish two essential kinds of motivation, intrinsic and extrinsic. The first 
one is related to the individual‟s motivation to perform a certain activity because of internal 
rewards. Whereas in extrinsic motivation the individual expects an extrinsic reward such as 
good grades or praise from others. The self-determination approach provides a very fascinating 
look at motivation by establishing a different agenda for language instructors. Instead of 
focusing on how people (such as teachers in the classroom) can motivate learners, the focus 
should be on „how people can create the conditions for others to motivate themselves' (ibid).
Deci et al. (1991:342) published a series of experiments on the relevance of the self-
determination principle to educational environments, which demonstrated that self-

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determination, as formed by intrinsic motivation and autonomy, contributes to desired 
educational outcomes that benefit both students and society. 
Research on LLM demonstrate that the self-reported intrinsic motivation correlates 
positively, among other things, with general motivation, self-efficacy, end of training 
speaking, reading proficiency, and negatively with anxiety (Ehrman, 1996). 
However, the nature of a self-determination continuum is not well known. The distinction 
made by Noels et.al (2000) between the various extrinsic regulations and the various intrinsic 
reasons are not logically apparent. Furthermore, new recent analysis conducted within the 
framework of self-determination theory suggests that such a continuum does not exist.