In this article, the author critiques six articles. Five of the six articles are about motivation in language learning, an area which has seen considerable theoretical and empirical development over the last decade. The articles she reviews include: (1) Udo Jung's report on the top twelve "most prestigious FLT (foreign language teaching) journals" ["Paris in London Revisited or the Foreign Language Teacher's Top-most Journals," "System," 32: 357-361 (2004)]; (2) Martin Lamb's article on the motivation of Indonesian 11- to 12- year-olds as they begin formal instruction in English ["Integrative Motivation in a Globalizing World," "System," 32: 3-19 (2004)]; (3) Zoltan Dornyei's and Kata Csizer's further investigation of data on attitudes and motivation of Hungarian 13- to 14-year old students, collected in 1993 and 1999 ["Motivational Dynamics in Second Language Acquisition: Results of a Longitudinal Nationwide Survey," "Applied Linguistics," 23: 421-462 (2002)]; (4) Shedivy's qualitative, in-depth study of five US students of Spanish that gives some interesting insights into triggers of motivation to continue language learning beyond a two-year high school requirement ["Factors that Lead Some Students to Continue the Study of Foreign Language Past the Usual 2 Years in High School," "System," 32: 103-119 (2004)]; (5) Manolopoulou-Sergi's article that explores not the attitudinal bases of motivation, but how motivation might function within a cognitive view of language learning ["Motivation within the Information Processing Model of Foreign Language Learning," "System," 32: 427-441 (2004)] ; and (6) Xinyi Wu's study that investigates the role of extrinsic motivation in the teaching of foreign languages to young learners ["Intrinsic Motivation and Young Language Learners: The Impact of the Classroom Environment," "System," 31: 501-517 (2003)].