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

B. 
Attitudes towards the learning situation: refers to individuals' responses to something 
related to the context in which the target language is taught or understood. There may be 
differences in attitudes among classes in different environments. Attitude towards the learning 
situation involves two measures, which are Evaluation of the course and Evaluation of the 
teacher. 
C. 
Motivation: it refers to the student's effort and desire to achieve the goal of learning a 
language,as well as positive attitudes toward language learning. It covers a wide range of goal-
directed behavior, such as expectation and enjoyment of tasks and experiences. It includes three 
dimensions: 
a) 
Motivational intensity that is the amount of effort a person puts forward in learning a 
language. 
b) 
Desire to learn the target language, which is related to the L2 student's desire to reach a 
high degree of proficiency in the target language. 
c) 
Attitudes towards Learning the L2: which refers to the effects that learning the L2 has 
on the L2 learner. 
Gardner’s Socio-Educational Model of Motivation (1985
)
Integrativeness 
 Attitude towards the TL group 
 Integrative orientation
 Interest in foreign language
Attitudes towards the learning situation
 Evaluation of the course
 Evaluation of the teacher
Motivation
 Desire to learn
 Intensity
 Attitudes towards 
learning the TL 

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7 
The combination of the three mentioned components; integrativeness, attitudes towards the 
learning situation, and motivation, are referred to as integrative motivation (Gardner, 1985, 
2000). I.e. The one who is motivated to learn the second/foreign language is the integrative 
motivated student, who is open to identifying the other language culture, and has positive 
attitudes toward the learning situation. Integrativeness and attitude toward the learning situation 
are presented as two distinct items, but instead, they are linked supports for motivation. This 
latter is the major affective aspect contributing to achievement in learning another language.
Masgoret & Gardner claimed "… correlation between motivation and language achievement 
should be higher than the correlation of either integrativeness or attitudes towards the learning 
situation with language achievement "(2003, 169). According to Gardner (2001b), based on 
this model, if anyone shows high levels of Integrativeness and/or supportive Attitudes toward 
the Learning Situation, but these are not connected to Motivation to Learn the Language, these 
variables would not be especially strongly related to achievement.