The main question of the thesis ?Socio-cultural influences on motivation in a multicultural language classroom? is whether and to what extent outer factors, such as parents, peers, teachers and the social background of a learner influences their motivation for, and consequently their performance in learning a foreign language. The first part of the work is mainly concerned with theoretical approaches and theories, in order to provide a scientific background to the issue of motivation. The second part of the thesis draws on individual learner differences. The question whether there is such thing as an ideal age, gender and personality for language learning is discussed. The next part of the thesis deals with the learner?s micro-context, and as such finally relates to the initial hypothesis in particular. The role of parents and the social context of a learner are examined, a number of studies which underline the correlation between a financially-secured background and academic success are provided. Mother and father support also seems of outmost importance for the development of the child, especially during the time before puberty. Moving on, the impact of teacher motivation and teaching methods, such as giving constructive feedback are discussed. The following sub-chapter shows the influences of peer groups on academic achievement and motivation, and underlines the human urge to feel incorporated and accepted by a certain social group. Last but not least, a study of the English Qualifications and Curriculum Authority on pupils? views on language learning is presented. The final part of the thesis presents my own empirical study carried out among students and teachers in four secondary schools in the West Midlands, England. It is concerned with how English students, and their friends and parents, value the German language as well as the culture of German speaking countries.