in the educational context. This determines how much the educational context aids in improving L2 performance. Motivation Motivation, in the AMTB, is assessed through the combination of the desire to learn, attitude towards learning, and motivational intensity. While integrativeness and attitude toward the learning situation target each site of learning, motivation accounts for both contexts as well as the affective variables (i.e. individual differences) that influence the two contexts. Language anxiety In the AMTB, language anxiety is an affective variable, which corresponds to what the individuals feel when ‘performing’ the L2. In the AMTB, it is measured by determining how anxious the learner feels when in the classroom or when using the language in general. Linguistic self-confidence Clément and his associates investigated the importance of social contextual factors on L2 acquisition. Of these social contextual factors, Dörnyei (2005) argues linguistic self-confidence plays the most important role in motivation in learning a second language. Linguistic self-confidence refers to a person's perceptions of their own competence and ability to accomplish tasks successfully. This linguistic self-confidence is established through the interaction between the language learner and members of the language community, and strengthened based on the quality and quantity of these interactions. In multi-linguistic communities, self-confidence fosters language learners’ identification with the language community and increases their willingness to pursue learning that language. The cognitive-situated period Cognitive perspectives focus on how the learners’ mental processes influence their motivation. During the late 1980s and 1990s, emphasis in the language learning motivation field shifted towards cognitive models, reflecting the “cognitive revolution” taking place in psychology at the time. Cognitive psychologists argued that how one thinks about one's abilities, possibilities, potentials, limitations, and past performances has major influences on motivation. Thus, L2 motivation models shifted away from the broad social psychological perspectives, while more narrow-viewed microperspectives emerged. During this time, note-worthy contributions were made by Noels and colleagues through a self-determination theory-based model of language learning motivation, Ushioda through attribution theory, as well as Williams and Burden with their social constructivist model. Self-determination theory The self-determination theory focuses on the intrinsic and extrinsic aspects of motivation. Noels and colleagues explored this theory in the language learning context and developed the Language Learning Orientations Scale which categorizes a person's motivational orientation as either intrinsic, extrinsic, or amotivated based on a continuum of self-determination. In this line of research it was found that in the language learning classroom,