Two concepts common in the literature concerning the affective dimension of personality are attitude and motivation. Motivation is an energizing agency producing activity congruent with the learner's underlying emotional disposition. Favorable attitudes provide endurance to the motivation necessary for prolonged application to learning. In second language learning, the learner's affective characteristics influence the learning process at a deep level, shaped by cognitive, social, and situational factors. Language learning motivation can be seen as striving to participate in certain purposeful activities, the object of which is determined by the relationship between the individual's psychological state and his desired state, i.e., his need. It is not possible to predetermine individual language learning needs objectively, because they are in constant motion and their direction is determined by experience. The elements of the language learning situation can be represented schematically at several levels: needs orientation (instrumental to integrative), personal characteristics (language learning ability, social status, introvertive/extrovertive, empathy, self-confidence, etc.), the language learning context (formal or informal experience), and outcomes (linguistic competence or extralinguistic competence). This model can help interpret the factors in the learning situation as a dynamic process. (MSE)