This study was undertaken to determine motivational factors connected with the learning of English by francophone students living in a milieu where there is little contact with anglophones. Research is reviewed which supports the contention that the attitudinal/motivational dimension, or integrative motivation, bears an important relationship to achievement in the second language. Particular attention is given to a recent study suggesting that among francophones in Quebec the fear of losing cultural identity might prevent the development of positive attitudes toward the English-speaking population and so reduce integrative motivation. The present study evaluates relationships between attitudes of the individual and his/her linguistic aptitude and competence in a second language. Attitudes toward the anglophone population and toward learning English were considered. One thousand one hundred and eighty from six regions in eastern Quebec were the subjects of the study. Data were gathered by means of a 36-item questionnaire eliciting information about attitudes and motivation, as well as other personal information. Three tendencies emerged: (1) students' attitudes toward anglophones, their English course and teacher as well as their motivation are above the mean; (2) negative attitudes are below the mean; and (3) students have a low opinion of their competence in English and their ability to use the language in real life situations. The latter tendency seems to corroborate evidence regarding fear of losing cultural identity. (Text is in French.) (AMH)