L2 intrinsic motivation involves enjoyment of learning a second or foreign language

for its own sake without any external coercion or pressure. Noels et al. (2000)
categorized L2 intrinsic motivation (IM) into three types based on Self-Determination
Theory (SDT) (Deci and Ryan, 1985) and the empirical studies by Vallerand
(1997) and Vallerand et al. (1992, 1993). IM-Knowledge is the motivation for
learning an L2 for the feelings associated with exploring new ideas and developing
knowledge; IM-Accomplishment refers to the sensations related to the attempt to
master a task or to achieve a goal; IM-Stimulation is related to motivation based
simply on the sensations stimulated by performing the task, such as aesthetic
appreciation, fun or excitement.
L2 intrinsic motivation has been attached great importance by several researchers
(e.g. Brown, 1990, 1994; Dickinson, 1995; Do¨ rnyei, 1994, 2001). Some recent studies
confirmed its validity in predicting perceived competence, perceived autonomy,
persistence, lower anxiety, and positive attitudes towards language learning (see
Clement et al., 1994; Ehrman, 1996; Noels et al., 1999, 2000, 2001; Ramage, 1990;
Intrinsic motivation and young language
Tachibana et al., 1996).
learners: the impact of the classroom
environment
Xinyi Wu*
Sunchime & Yiyan Science and Education Development Corporation, Third Floor, Suite Tower B, Fuhua
Mansion, No.8Chaoyang men North Avenue, Dongcheng District, Beijing, China
Received 4 November 2002; accepted 24 April 2003

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