The research investigates the German language learning motivations of Polish secondary school students and university students. Questionnaire data were collected from 247 students (126 from secondary school and 121 from university). The aim of this research was to examine the relationships among language attitudes, instrumental, cultural interest, integrative, L2 self and motivated learning. The results show the existence of age and gender difference in variables under consideration. Relationships were found between age and gender to the motivational attitudes: older and female students had a more integrative attitude than younger and mail students and experienced more intensive motivation.

Polish Secondary School Students Learning German: Motivation, Orientations and Attitudes The study investigates the German language learning motivations of Polish secondary school students. Questionnaire data were collected from 100 students aged 16-18 years. Using the AMOS 18 package, structural equation modeling was run to analyze how language learning goals, attitudes, self-related beliefs, and parental encouragement interact in shaping motivated learning behavior. The results of this study reveal that the important factor which exerts the most influence on motivated learning behavior is an integrative attitude, i.e. openness to and interest in the community using the language, as well as the culture, customs and international status. Another important factor in this model is parental encouragement, as it affects the German language community, learning and instrumental values.

SHOrt COMMUnICAtIOnSlimited studies have been carried out in Poland to investigate the motivation which is activated and maintained among Polish students learning Hebrew as their optional second language. the aim of this research was to examine the relationships among integrative and instrumental attitudes and motivation level (gardner, 1985a) in two age groups of students learning Hebrew, using an 18-item questionnaire adapted from the AMtb (gardner, 1985b). Contrary to expectations, gender and family ties did not significantly bias the motivation and attitudes in the sample investigated. Close relationships were found between age and integrative attitude and motivation intensity: older students had a more integrative attitude than younger students and experienced more intensive motivation.

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