Literature reviewMotivationMacIntyre et al. (2001) define motivation as “an attribute of the individual that describes the psychological qualities underlying behavior on 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, which refers to learning the language for objectives. more immediate or practical. Intrinsic and extrinsic are the new classifications of motivation. Intrinsic motivation is a person's intrinsic enjoyment of learning a second language. Extrinsic motivation is like instrumental motivation which refers to learning a second language instigated by some punishment or reward from the social environment (Noels et al., 2001). Instrumental motivation, on the other hand, 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 a high salary, power, or career (Johnson, 2001). Although both types of motivation are vital factors for success in learning a second or foreign language, much of the debate among researchers has focused on which type of motivation is more meaningful for L2 learners (Dornyei, 2001). Researchers have different perspectives for language learning outcomes with respect to the two types of motivation. For example, integrative motivation was considered superior to instrumental motivation... the focus of the article... that feelings of anxiety occur when one does not have full command of the second language. Reference: Young, DJ (1991). Creating a low-anxiety classroom environment: What does the anxiety research suggest? Modern Language Journal 75: 426-38Krashen, S. (1981) Second language acquisition and second language learning. London: PergamumOnwuegbuzie, A, J., Bailey, P., & Daley, C, E. (1999). “Factors associated with foreign language anxiety,” Applied Psycholinguistics, vol. 20 (2),217-239Von 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). Learners of English as a second language and English language anxiety: Issues in the mainstream classroom. Research in English teaching, 36 (3), 327-356