本文从心理学中的认识视角和行为主义视角探讨二语学习动机理论。心理学的认知视角的期望价值理论,强调的是学习者会对达到某些目标抱有合理的期待,同时也会理解达到学习目标的价值所在;自我决定论在二语学习中,教师要激发学生的内在学习动机,或帮助学生把外在学习动机转化为内在学习动机;归因理论不同的归因对二语学习的影响表现在多个方面,成功时的能力归因对自我效能产生积极的影响。行为主义视角需要层次理论情感方面的需要得到满足后,学生会追求更高层次的认知需要和自我实现需要;强化理论对外语学习的借鉴作用仅限于动机的外在激励方面。 This article explores the theory of second language learning motivation from the perspective of cognition and behaviorism in psychology. The value theory of psychology’s cognitive perspective emphasizes that learners will have reasonable expectation of meeting certain goals and at the same time will understand the value of attaining their learning goals. Self-determination In second language learning, teachers should Stimulate students’ internal learning motivation, or help students to translate external learning motivation into intrinsic learning motivation. The different attributional attribution theories have implications for second language learning in many aspects. Positive effect. Behavioralist perspectives need hierarchy theory Emotional needs are met, students will pursue a higher level of cognitive needs and self-actualization needs; strengthen the theory of foreign language learning is limited to the motivation of external incentives.