The present study aims to consider (1) how one current conceptualization of inninsic and exuinsic motivation based on the self-determination thcory might be adapted for Japanese EFL learners, and (2) how these aspects might relate to the modvatioma1 orientations traditionally identified by various researchers in social psychology. It is argued that by combining the constructs of inuinsic and exninsic rpotivation deseribed in Deci and dyan's (198S) se1fidetermination thcory wkh intergroup

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... cts discussed by Gardaer (1985) arKt CIement and Kruidenier (1983), a more complete understanding of the development of particular orientations and their role in language learning rnotivation can be achieved (Noels, 2oo1: 43). Although the results of C16ment and Kruidenier's study indicate that four orientations are common to al1 groups, the pTesent research is made through the fo11owing investigations; (1) to find out which orientations are the most important to L2 learning among japanese EFL learners, (2) to examine the relation betwoen motivational orientations like integrativc oricntation and se1fidetermination constructs, and (3) to verify fbr the degTee of overlap arnong the variables of the test batteries by Gardner (1985; see alse Gardner; 11emblay, and Masgoreg 1997). These results are discussed with respect to the influence of the Japanese EFL context on orientations and in terms of their implications for further studies. KeyWbrds:Motivation Orientation QuestionmaireSurvey SelfDetemiinationThcory KantokoshinetsuAssociation ofTeacher of English, KATE regulated motivation in that both constructs ernphasize the pursuit of an activity as a reaction to some extemal rewartls to the individual (e.g., Noels, 1997). But this remains to be examined in ftirther research. It is moreover required to test the relationship between IMtEM and the most widely reseaiched orientation, the integrative orientation (for reviews see Au, 1988; see also Gardnec 1988; Noels. CtetnenL and Pe]tetieg 1999). Thc relation between the intcgrative orientatie" and the selfLcletermination constructs is not straightforMrfird. The present study attempts to demonstrate links among sorne theoretical frameworks and their correspending sets of variables that approach the topic of motivation ftorn different directions, The first set of variables, offered by Vti11mmd and his associates (Xla11erand, Blais. Briere. an[l Ilelletie" 1989; Vhllerana Pelletie4 Blais, Briere, Sendcal, and Vallieres, 1992, 1993>, is focused primarily on sorne variables taken ftom the broad cognitiyc 1earning on motivation including inuinsiclextrinsic tiiotivation and amotivation as applied to academic NII-Electronic Library Service KantokoshinetsuAssociation of Teacher of English, KATE different IM, EM. and amotivation in some educational outcomes. In light of its adequacy, the EME was transtated into English by Vhlterand et al. (1992), Results from this study showed that the English version of the scale. termed thc Academic Motivation Scale (AMS), yielded identical findings as the Ftench form of the scale. Furthermore, the validity and reliability of the AMS for L2 1earning was also examined (Noets et al., 2000), In an initial atternpt to adapt Deci and Ryan's selfLdetermination theory to lapanese EFL contexL a prograrn of research to exarnine the validity and retiability of the seale for Japanese EFL learners is condircted in the present study. Purposes Fbllowing the considerations discussed above, this study has three purposes. FirsL a new measurement for assessing Japanese learners' L2 orientations ftom a se1fidetermination perspective is ptesented, and relations among the various subtypes of rnotivation in self determinatio" are examined (Deci and Ryan. 1985 ; see also dyan and Deci. 2000) . Second, thc relationsbip between motiyational constructs and the integrative orientation in Gardner's (1985) social educational mode] is explored. and through the retation the reason why Japancse cotlege students are majoring in Engtish is discussod. That is because these learners might have difTerent motiyational orientations in such a special setting as Japanese EFL context. Furthemiore, it sccms that while some orientations rnight be common to a wide array of learners, major variations will be found to rcsuSt ftom the inte:aetien of structvrat factors defining the learning situation. Thc reLative status and difTerence of learner as well as the availabiHty of (or. at Least, familiarity with) the target language (or the target group) in the Japanese EFL environment are important determinants of the emergence of orientations.