the present study was an attempt to determine the types of motivation and levels of foreign language learning anxiety among efl students studying at azad and state universities in kermanshah and to determine the relationship between these two factors and language proficiency and gender. to this end, the foreign language learning motivation scale, by deci and ryan )1985(, were administered to 120 students selected on the basis of the criterion of oxford quick placement test )allen, 1992.( descriptive statistics showed that the subjects were grouped into the two major groups of intrinsic )im ( and extrinsic motivation)em( and the em appeared to be more dominant especially among male subjects. in terms of fla the majority of subjects had average levels of anxiety and female subjects were found to be more anxious than male subjects. the results of the pearson product-moment correlation coefficient indicated that for the whole sample, there was a positive relationship between anxiety and motivation. it means the more anxious the subjects in learning english, the higher the motivation they had. and there was a negative correlation between participants proficiency level and their mean anxiety. no relationship was found between motivation and gender. however, anxiety appeared to have a weak relationship with gender.classroom anxiety scale developed by horwitz and cope )1986(, the language