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Gardnerclassifiesmotivationintotwoparts:integrativeorientationandinstrumentalorientation.Integrativeorientationisa"motivationtolearnasecondlanguagebecauseofpositivefeelingstowardthecommunitythatspeaksthatlanguage"(Gardner,1985,p.82-3).Itindicatesaninterestinlearningthelanguageinordertomeetandcommunicatewithmembersofthesecondlanguagecommunity.Integrativemotivationisacompositeconstructmadeupofthreemaincomponents:integrativeness,attitudestowardsthelearningsituation,andmotivation(asisshowninTable1).Table1Gardner'sconceptualisationoftheintegrativemotivationFromDrnyei,2005,p.50FromGardner'sviewpoint,integrativenessreflectsagenuineinterestinlearningthesecondlanguageinordertocomecloserpsychologicallytotheotherlanguagecommunity.Itcontainselementssuchasintegrativeorientation,interestinforeignlanguages,andattitudestowardstheL2community.Integrativenessinvolvesemotionalrecognitionofanotherculturalgroup.Ithelpstocreateafavorableattitudetowardthelanguagecommunity.InGardner'smotivationalmodel,attitudestowardthelearningsituationincludethelearner'sevaluationoftheL2teacherandevaluationoftheL2course.Gardner(2004)furtherexplainsthatattitudestowardthelearningsituationinvolveattitudestowardanyaspectofthesituationinwhichthelanguageislearned.Inthecontextofschool,theseattitudescouldbedirectedtowardstheteacher,thecourseingeneral,one'sclassmates,thecoursematerials,extra-curricularactivitiesassociatedwiththecourse,etc.Inanysituation,someindividualswillexpressmorepositiveattitudesthanothers,anditisthesedifferencesinattitudestowardthelearningsituationthatarethefocusofthemodel.Motivationreferstothedrivingfoceinanysituation.Inthesocio-educationalmodel,motivationtolearnasecondlanguageisviewedasthreeelements:desiretolearntheL2,motivationalintensity(effort),andattitudestowardslearningtheL2.First,themotivatedindividualwantstoachievethegoal.Suchanindividualwillexpressadesiretosucceed,andwillstrivetoachievethatsuccess.Second,themotivatedindividualexpendsefforttolearnthelanguage.Thereisapersiste
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