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例如，我们在上文提到，有学者对“教师动机”研究感兴趣。我们认为，“教师动机”固然值得研究，但该类研究已经不属于以学生为对象的二语习得研究范围了，它是教师心理学的一部分。二语习得研究语境中的“动机”，仅限于“学习动机”，或曰“学生动机”，更确切地讲，是“二语学习者的学习动机”，而不是其他人、其他事的什么动机。不能因为“教师动机”也是“动机”，所以就误以为它也是二语学习动机研究的一部分。也不能因为“教师动机”是“学习动机”的一项影响因素，就把这项因素本身作为“二语学习动机”的一部分来展开研究。
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另外，从至今针对“教师动机”的研究来看，也只是罗列一些任何专业的教师都可能有的动机特点（与一般动机相比），以及影响“教师动机”的一般因素，如“教育工作紧张度高”之类，尚看不出它与二语习得研究有何特定的关系。谁不知道教师是个辛苦的职业，因而号称“辛勤的园丁”?
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