It can be considered that motivation is divided into two basic types: integrative and instrumental. Integrativemotivation is when the learner’s positive attitudes towards the target language group and the desire to integrate intothe target language community. Instrumental motivation underlies the goal to gain some social or economic rewardthrough L2 achievement, thus referring to a more functional reason for language learning (Siskin, 2008; Carrió-Pastor and Mestre-Mestre, 2014).In the second place, we believe that when language courses are offered in Higher Education, the syllabus shouldbe specific as language teachers prepare students to communicate in a specific environment. On the contrary,languages courses are often regarded simply as an extension of secondary school language learning, and, as aconsequence, the thematic sessions included are not specific. This is an error as the demand from industry is forgraduates with supporting work skills. Additionally, European exchange programmes are also instrumental inencouraging students to participate in Europe-wide mobility opportunities and then giving the opportunity tolanguage learners to practise languages in a professional or academic context.As a consequence, language learners now have the chance in tertiary education to consolidate and develop theirlanguage skills. It is very important to focus on their needs in order to motivate them (Siskin, 2008). Nowadays,several approaches are used in teaching foreign languages, but in this research our interest focuses on teachinglanguages for specific purposes and content and language integrated learning. The methodology of languages forspecific purposes has been one of the most important teaching approaches for the last fifty years (Hutchinson andWaters, 1986). Many handbooks have been written to teach languages for specific purposes as language teacherscontextualised language learning and it was basically a language centred approach that included specific vocabulary.Lately, one new approach has been developed (Coyle, 2002; Marsh, 2002), CLIL, that entails a similar approach butin some aspects, it is different to LSP. It focuses on content rather than on language and uses a foreign language as atool to learn content. Some researchers have been using or researching the impact of this approach on secondlanguage learning (Dalton-Puffer, 2006; Carrió-Pastor, 2009; Coyle, Hood y Marsh, 2010; Dalton-Puffer, Nikulaand Smit, 2010; Bruton, 2011).As Marsh (2001, cited in Butkiene and Vilkanciene, 2005: 2) describes it “CLIL is an educational approach inwhich non-language subjects are taught through a foreign, second or other additional language.” As knowledge ofthe language becomes the means of learning content, the student is highly motivated and language acquisitionbecomes stimulating.There are some principles underlying CLIL (Darn, 2006: 2) that should be noted: language is used to learn andcommunicate (receptive and productive skills); a CLIL lesson should combine content, communication, cognition(develop thinking skills) and culture; language is functional and it is adapted to the subject; language is approachedlexically, grammar is not important and finally, learners needs should be taken into account in task types.A CLIL framework for a lesson should be prearranged considering the reading comprehension of texts andactivities related to the organisation of knowledge and processing of texts. The teacher cannot explain the languagestructures or correct the language errors as it is not his/her task, and fluency is more important than accuracy. Thecontent teacher should combine the CLIL activities with some language classes, as language assessment is essentialin order to reinforce the students’ language skills. The subject teacher should be able to exploit opportunities fordeveloping language skills and improve the content but also the language knowledge of the students (Carrió Pastor,2007).Taking into account all the aspects mentioned the objectives of this research are on the one hand, to study theinfluence of the mother tongue in CLIL and LSP students and, on the other hand, to analyse if students feelmotivated when being enrolled in subjects with different approaches used to acquire a second language in a specificcontext.