The purpose of this study is to provide compared evidences on the definition and variables of intrinsic motivation of French and English learners. In spite of its prevalence and importance, intrinsic motivation in learning has been underestimated and ill-defined. This study highlights the limitations of contemporary studies and suggests implications for further research. In this article, studies on intrinsic motivation in learning are reviewed around two main issues: First, the types and characteristics of student’s motivation; then, the effects of extrinsic rewards on intrinsic motivation to learn. The findings showed that, set aside intrinsic values, all the variables for learning English are significantly higher than those for learning French. However, the results indicated that the intrinsic motivation for learning French is significantly higher than that for learning English.

I. 서론
 II. 이론적 고찰
  1. 학습동기 특성
  2. 언어학습의 동기부여 변수
 III. 연구 방법
  1. 연구 대상
  2. 설문 조사
  3. 분석 방법
 IV. 설문 결과
  1. 프랑스어와 영어 학습자에 의해 인지된 인지 변수 설문 결과
  2. 프랑스어와 영어 학습동기의 변수 비교
 V. 결론 및 제언
 참고문헌
 부록

• 김현주(단국대학교) | Kim, Hyeon-zoo