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2.1 The Definition of LLM
Although motivation is generally regarded as one of the most important factors whichcan contribute to students’ learning performance, scholars have viewed the notion fromdiverse perspectives, therefore giving out their definitions in different ways.Gardner (1985), a Canadian psychologist, noted that motivation was a comprehensiveconcept of learners’ desire to learn a certain language, their efforts to make progress, aswell as their favorable attitude during the learning process. Leaning motivation, anon-intelligence factor, was the internal factor to enhance students’ learning and promotetheir study in an indirect way. Brown (1994) referred to motivation as learners’ choice fortheir pursuing goals and their corresponding efforts in order to attain their goals. William& Burden (1997) put forward their definition from the framework of social constructivismtheory that motivation could be understood as a state inspired by cognitive affection,conscious behaviors with the aim of attaining preconceived goals, and relevant efforts thatmight last for a certain period of time. Ellis (1999) thought that motivation was some kindof effort made during the process of language learning out of needs and desires. Johnstone（1999）regarded motivation as a drive directed towards a certain goal. Pintrich & Schunk（1996）held that motivation meant a process of activities which inspired and maintainedthe oriented goals. D rnye（i1998）argued that motivation was a process whereby a certainamount of stimulating force arose, initiated action, and persisted as long as no other forcecame into play to weaken it and thereby terminated action, or until the planned outcomehad been reached.
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2.2 Classifications of LLM
In order to further carry out the motivation studies, classification of languagelearning motivation has been regarded as an important issue in academic circles. On thisissue, scholars from outside and inside China have made various trials from their ownangles.From the goal-setting in learning a target language, Gardner and Lambert (1959)divided motivation into integrative and instrumental ones. Integrative motivation, alsocalled combined motivation, could be found in those learners who are interested in thetarget language culture, and willing to be a part of the culture by means of learning thislanguage. Learners with integrative motivation aim at integrating into the target languagecommunity and becoming a member of their community, such as learning English in orderto migrate to the United States and become part of their culture. Such learners want tomake themselves more like a member of the American community, and be accepted by theAmerican community. Instrumental motivation comes from such kind of drive as to find agood job through passing an examination in the target language. It emphasizes somecertain practical purpose of language learning with choice to get certain certificates, enteruniversities, etc, often ignoring particular communicative needs with target languagecommunities. Both integrative and instrumental motivation may lead to success, but lackof either causes problems (Gardner, 1985).
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