The components of motivation in foreign language (FL) learning are examined as well as the effect of those components on certain language learning behaviors. Two basic assumptions are derived from the results of the study. These include the following: (1) Motivation in FL learning contexts (e.g., learning English in Hungary) is different in some ways from motivation in second language acquisition contexts (e.g., learning English in the United States); and (2) language learning is a series of diverse learning behaviors rather than a uniform process. In the first part of the research a motivation questionnaire was designed and administered to 134 young adult language learners. Based on the results of the questionnaire, a motivation construct was postulated that is believed to be valid for FL learning contexts in general. In the second part of the survey, the effects of motivation on four criterion measures, course achievement, course attendance, extracurricular language use, and further enrollment, were investigated. Finally, the results obtained from beginner and intermediate students were compared to determine whether there were any significant differences in terms of their motivation. Based on the results of this survey, a theoretical construct of motivation in FL learning was postulated, consisting of: (1) an instrumental motivational subsystem; (2) a multi-faceted integrative motivational subsystem; (3) need for achievement; and (4) attributions about past failures. (JL)