Literature reviewMotivationMacIntyre et al. (2001) define motivation as “an attribute of the individual describing the psychological qualities that underlie behavior in relation to a particular task” (p. 463). The study of motivation as a predictor of performance in second language learning was initiated by Gardner and his Canadian colleagues (1972). According to Gardner and Lambert (1972), there are two types of motivation: integrative motivation, which refers to a holistic learning approach towards the discourse and culture of the target language group, and instrumental motivation, referring to the language learning for more immediate or practical purposes. Intrinsic and extrinsic are the new classifications of motivation. Intrinsic motivation is a person's inherent enjoyment of learning a second language. Extrinsic motivation is like instrumental motivation which refers to second language learning caused by punishment or reward from the social environment (Noels et al., 2001). Instrumental motivation, for its part, is characterized by the desire to obtain social recognition or economic advantages through knowledge of an L2 (Gardner & Lambert, 1972). It is also characterized by an interest in learning the L2 for pragmatic and utilitarian benefits such as high salary, power or career (Johnson, 2001). Despite the fact that both types of motivation are essential factors in successful second or foreign language learning, much debate among researchers has focused on which type of motivation is more important in L2 for learners (Dornyei, 2001). Researchers have different perspectives on language learning outcomes based on the two types of motivation. For example, integrative motivation was considered superior to instrumental motivation...... middle of article...... that feelings of anxiety arise when one is not fully proficient in the second language. Reference: Young, DJ (1991). Creating a Low-Anxiety Classroom Environment: What Does the Research Suggest About Anxiety? Modern Language Journal 75: 426-38Krashen, S. (1981) Second language acquisition and second language learning. London: PergamumOnwuegbuzie, A, J., Bailey, P. and Daley, C, E. (1999). “Factors associated with foreign language anxiety”, Applied Psycholinguistics, Vol. 20 (2), 217-239 Von Worde, R. (2003). Student perspectives on foreign language anxiety. Inquiry, 8 (1), 1-16. Retrieved September 14, 2010 from http://www.vccaedu.org/inquiry/inquiry-spring2003/i-81-worde.html. Pappamihiel, N.E. (2002). ESL students and English language anxiety: Issues in the homeroom. Research on English teaching, 36 (3), 327-356