Motivation is an important factor in acquiring any language and in learning a foreign language.
The students’ proficiency of a language depends on their motivation to learn all aspects of a language,
grammar included. It may be said that, in schools in Bosnia and Herzegovina, too much emphasis is
placed on learning grammar, and that, despite the current trends in teaching, grammar is still
considered a predominant factor by which someone’s knowledge of a language is assessed. The present
study aims to investigate whether there is any correlation between the achievement in a grammar test
taken by the first through fourth year university-level students of English as a foreign and their
motivation to learn and acquire the language knowledge. The chief hypothesis is that such a correlation
does exist. The assumption, not tested in the present paper though, is that the correlation is due to the
traditional view of the importance of grammar held by the majority high school teachers in Bosnia and
Herzegovina.
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