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In late 1950s, Gardner and Lambert proposed classic mode of social psychology motivation: instrumental motivation and integrative motivation. Most of the scholars and researchers have received integrative motivation and instrumental motivation dichotomy, which more important was integrative motivation. Another classic concept was “intrinsic motivation” and “extrinsic motivation”: the former is to get happy and satisfied from the language learning activity itself, while the latter is a way to reach a certain goal. These two are considered correspondence, that the integration of motivation is intrinsic motivation, while instrumental motivation is extrinsic motivation. Kashen analyzed foreign language learning motivation in linguistic aspects, made famous achievements in the monitor model.
2.2.2 The Development of Domestic Learning Motivation Theory
The research on foreign language learning motivation in China began in 1980s. From the research status at that time, Chinese scholars mainly introduced and translated foreign theories. Their researches were primarily based on books and papers from abroad, research papers by themselves are few. Since the 1990s, Chinese scholars are increasingly concerned about the study of motivation theory by themselves, and thus researchers related to this paper also emerged. Liu Runqing introduced Western linguistic theories and research findings, mentioned the relationship between empathy and learning motivation. Wang Ming talked about early foreign language learning school students’ role of cognitive and emotional needs, as well as teachers should meet the needs of students in the play. Lian Jie thought there has six learning factors to restrict learning strategies which influence attitudes and decisions of motivation, for the six factors, mainly through motivation to restrict foreign language learning process. Hua Huifang thought Gardner and Lamblert pided the motivation into instrumental motivation and integrative motivation seems not appropriate and comprehensive enough. From the perspective of Chinese language education point of view, she believes Chinese learners' motivation 80% belongs to certificate motivation, this means the purpose of learning English is to meet the test, to get a certificate. Few consider the needs and develop practical communicative ability, resulting in the student's “high scores and low abilities”. After investigated the English learners’ motivation, the concept of variation and characteristics of the policy, Wen Qiufang noted that the relationship between motivation, beliefs and strategies among high stability. Hu Chundong and Wang Tsering said: motivated foreign language learning, learning better, no foreign language learning motivation, poor learning results.
Since 2000, some experts begun to put emotional factors into foreign language teaching, this also became an aspect of motivation. Deaman made a simple introduction of J. Arnord’s book Emotional factors in language learning. A book specifically introduced emotional included factors and the definition of it. Wu Dinge analyzed disturbance of emotion affected language teaching and language acquisition, as well pointed out that at present in our country instrumental motivation for more and better job opportunities make foreign language teaching and learning in universities has made significant progress. Yang Guojun analyzed the goal of teaching strategies, came up with using cognitive affective strategies to strengthen the college English learning power. Yan Chuanmei and Zhang Meijuan studied learning motivation included emotional factors involvement in foreign language teaching. Wang Shengsu believes emotional factors, such as motivation, attitude and cross-cultural factors are the main factors that affect language learning. These experts introduced emotional strategies to the motivation research, made contributions to the study of motivation.（束273－284．）
III. Design and Findings of the Investigation
3.1 Research Purpose