Broadly, instrumental motivation re

Broadly, instrumental motivation refers to wanting to learn a language
because it will be useful for certain 'instrumental' and practical
. goals, such as getting a job, reading foreign newspapers or texts, passing
an exam or obtaining a promotion. This category also includes more
negative factors such as fear of failure. Integrative motivation, on the
other hand, refers to wanting to learn a language for reasons of
understanding, relating to or communicating with the people of the
culture who speak it.
In the past, it was considered that learners with integrative motivation
were more successful than learners with the 'lesser' drive of instrumental
motivation. More recent studies (e.g. Giles and Byrne 1982) have cast
doubt on this assumption .. It is now believed that the categories of
instrumental/integrative are not quite as distinct as may have been
previously depicted: a learner's motivation may contain a blend of
elements from both categories. It is also now believed that the former
correlation between integrative-success and instrumental-less success is
in fact quite facile and fails to reflect the true complexity of motivation.
What has emerged is that whatever the basis of the motivation of the
learner, its level (high/low) has an impact on expected learner roles.
Highly motivated learners are more likely to synchronise their roles
willingly with the teacher's role; and are more likely to co-operate with
the teacher in the various processes involved in classroom learning