Gardner and Lambert (1972) explained two types of motivations – instrumental and integrative. Some scholars have claimed that the integrative and instrumental orientations are synonymous with intrinsic and extrinsic motivation, respectively (Dörnyei & Schmidt, 2002, p. 51).
The majority of instrumental motivation for learning or maintaining a language is self-oriented, individualistic, and often connected to the demand for achievement (Baker, 1992, p. 32; Oxford, 1999, p. 107). Instrumental orientation indicates personal self-enhancement, self-development or basic security and survival will be the utilitarian; it is a pragmatic need of an individual (Baker & Jones, 1998, p. 651). With this type, language becomes a tool (or instrument if you will) that allows one to achieve some goals such as passing the English exam or getting a job promotion (Oxford, 1999, p. 3). It is advantageous for teachers to realize learners’ motivation in order to plan and prepare the lessons which are interesting and support their instrumental orientations. However, unlike instrumental motivation, integrative motivation is regarding to learners who have a personal wish to learn about the language and its speakers. Learners who possess integrative motivation would like to learn a foreign language in order to integrate themselves with native speakers. They are into communicating with people and learning about their culture and language (Brown, 2007, p. 163).
Garnder (Garnder, 2010, p. 17) suggests that integrative and instrumental orientations can be useful, yet it should not be expected that because an individual possesses a particular orientation while learning a language that he or she necessarily endorses all tasks and activities that might reflect that orientation. Therefore, the teachers should be well aware of learners’ learning tendency and strive to encourage them to be passionate towards their individual orientations.
