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Lamp(2004) believes that students with no both of integrative motivation and instrumental one, students will find difficulties to learn a second language. In recent research , Dornyei (2009: 680), “continued to assert the importance of integrative motivation but also acknowledged that students can have both integrative and instrumental motivation”. The research study by Ely ( 1986) investigated the type of motivation of Spanish students at the university in the USA which showed they have strong instrumental and strong integrative motivation and it is impossible to separate two types of motivation.(Dornyie, 2009)

Arnoled ( 2002)Current research and theorising , nevertheless, propose the need to draw on a wider variety(range) of theoretical viewpoints(perspectives) to develop(enhance) our understanding of motivation in second-language learning. Thus, the most important (pertinent) to the present study seem to be a cognitive standpoint(perspective) of learner goal orientation, theory of goal-setting and attributional theory, that will be discussed briefly below.

Firstly, according to Pintrich, (1989), a cognitive perspective differentiates two major learner goal orientations which are intrinsic and extrinsic. Students demonstrate an extrinsic orientated, if their reasons for attractive (engaging) in a task are to get(obtain) grades, rewards, or approval from others.

Conversely, Arnold(2000)maintains that if the rationale of students for attractive (engaging) in a task is curiosity ,challenge, mastery, or learning, they are considered to be intrinsically oriented.Also Arnold(2000) adds that there is several evidence in the second language acquisition literature to maintain(support) the claim that intrinsic motivation is strongly connected ( related ) to the outcomes of second-language learning. Harmer ( 2007) suggest that “ even where the orginal reason for taking up a language course, for example, is extrinsic, the chance of success will be greatly enhanced if the students come to love the learning precess”.

According to ( ) most Libyan students are extrinsic oriented .For example, all Libyan schools emphasis on tests, grades, and competition which often merely encourage Libyan students’ extrinsic motivation which lead them to learn only to please their parents and teachers rather than to help them to develop a love for knowledge on students’ mind.

As a result ,adult students who come to study in the UK , their motivated are extrinsic which they aims to pass an exams and get a good career with high paying after graduate.

Secondly, according to Locke & Latham, 1994 (55) the theory of goal setting commences with the basic principle(premise) that ‘‘much individual(human) action is purposeful, because it is leaded(directed) by conscious goals’’.

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