The motivation studied in L2 learning often refers to long-term stable attitudes in the students’ minds。 This type of motivation is often an external one。 Extrinsic motivation refers to motivation resulted from an expectancy for a reward from outside and beyond the self。 These rewards include prizes, scholarship, grades and even some kinds of positive feedback。 Those who study L2 because of an extrinsic motivation are inclined to be influenced by outside factors and their learning process may be intermittent。 On the other hand, an intrinsic motivation is one there is no obvious reward。 The learners engage in the study for their own sake rather than for an extrinsic reward。 They learn a second language because they have a desire to meet some internal needs, like competence and self-determination。 With an intrinsic motivation, the learners have strong interest in the target language and the culture of the language。 When it comes to the problem which forms of motivation is more powerful, many linguists claimed that intrinsic motivation is clearly superior to extrinsic。 (Maslow) And according to Jerome Bruner (1962), in order to make it more effective for both teachers and learners to perform in the process of teaching or learning a second language, they should get rid of the control of the outside rewards and punishments。 In other words, to free from the control of extrinsic motivation。