Attitudes and Motivation: How Do They Contribute to the Success of Language Learning? Aridah, Universitas Mulawarman Abstract Attitudes and motivation are two factors that have become the subject of a lot of academic discussions either in language learning literatures or in language learning conferences or seminars. These two variables are believed to have correlation with the success or failure in language learning. However, the correlation between them does not mean a causal relationship, meaning that motivation may not be the cause of the success but it may be that prior success make learners motivated. This paper aims to discuss how attitudes and motivation actually contribute to the success of language learning. The discussion focuses on the reactions against motivational and attitudinal hypothesis proposed by Gardner. Gardner strongly believes that attitudes and motivation influence the success or failure in FLL, but some research findings do not support this hypothesis. Learners‟ attitudes and motivation may be influenced by the prior success in learning and may also be influenced by other factors. Keywords: attitudes, motivation, success, language learning I. Introduction In one language classroom or in one language community it can be found that some students or some people are able to learn one or more foreign languages very easily while other find it difficult or even impossible to learn the language. In one particular EFL classroom, for example, it is found that the students have different levels of language achievement although they were taught in the same way and they have the same opportunity to get exposure to the language. Some questions may arise: How do the students have different levels of proficiency? What makes some of them more successful than others? Do the more successful language learners keep “mysteries or secrets” that make them different from the less successful learners? Many studies have been implemented to investigate the „mysteries‟ that may affect the more or less successful language learning (e.g. Lightbown & Spada, 1999; Skehan, 1991, Cook, 1996, and Gardner, 1985). Lightbown & Spada stated that learners possess characteristics which can determine more or less successful language learning. They point out characteristics such as personality, intelligence, aptitudes, ages and attitudes and motivation that affect success of language learning. Moreover, Skehan (1991) points out individual differences such as aptitude, motivation, learner strategies and learner styles as the factors affecting language learning achievement. Cook (1996) points other individual variation, such as sex, level of first language, and empathy as determinant factors for successful language learning. Gardner (1985) focused his attention on attitudes and motivation as the factors that influence language learning. Of all those qualities, attitudes and motivation are two factors that have become the subject of a lot of academic discussions either in language learning literatures or in language