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Teaching foreign languages is a complex psycho-pedagogical phenomenonwhich presupposes understanding of different factors which influence academic achievementin school context. The key factor is the students motivation as it determines thelearning process and indirectly influences the quality of foreign language proficiency.The article discusses an empirical research study based on a questionnaire. It involved591 primary school students who started foreign language instruction in the first triadof the Slovene primary school system (age 6 to 8). The results of the study show thatthe students generally like learning foreign languages and develop a sense of positiveacademic self-concept during the lessons. Most students prefer foreign language lessonswhen learning activities involve playing (informal learning situations), while they likeforeign language lessons least when they read or write (classic learning situation). Thisshows that the goals of learning foreign languages as perceived by the students may beeither intrinsic or extrinsic. It is, therefore, very important that foreign language teachersof young learners recognise their students most prominent motivational features byobserving their students classroom behaviour. Teachers should then be able to considerthese features in lesson planning and actual teaching activities while at the same timethey should become aware of the students developmental features and their languagecompetences. In this way students will be able to satisfy their own developmental needsand simultaneously become proficient in a foreign language.

Young foreign language learners’ motivation – A slovenian experience