This article brings some of the principal findings of a survey conducted in Tabriz and Kurdistan Universities in Iran. The main objective was to analyze and determine how various psychological and social factors in foreign language apply to Iranian Bilingual Students. The study was most part based on Gardener & Lambert’s (1972) work. Motivation and attitudes are undoubtedly major factors in foreign learning success (Gardener, 1985, Oxford & Shearin, 1996) and has been extensively investigated (Dornyei & Clement, 2000; Maniruzzaman & Haque, 2000; Rahman, 2005; Nikolaou, 2005; McClelland, 1998). Ajzen (1998) defines attitude as a disposition to respond favorably or unfavorably to an object, person, institution, or event. Motivation, on the other hand refers to the combination of efforts plus desire to achieve the goal of learning plus favorable attitudes towards learning the languages (Gardener, 1985). Attitudes do not influence learning directly but they are instrumental in development of motivation. Gardener & Lambert (1972) argue one should not necessarily expect a relationship between the two. They first made the famous distinction between two types of motivation, instrumental and integrative. What had been thought on in the Gardner and Lambert tradition as motivation or, reasons for undertaking the activity, has more recently been renamed orientation. The orientation is instrumental; if the learner is oriented towards instrumental goals: desire to study in country where the target language is spoken or to get a better job. On the other hand, learners who are integratively motivated want to interact with members of the other community, get to know the target language culture better and even become part of it. Gardener, 1985 proposes that second language acquisition is truly a socio-psychological phenomenon. Although socio- psychological investigation of the learner is important in both understanding the learning situation and the learners’ mindset towards English,
