The article offers a scheme of the motivation dynamics of the content-goal interaction in human activities and the application of its principles to students’ learning activities. On the basis of the scheme the author analyses the present state in learners’ motivation and points to the consequences of the evident dominating position of achievement motivation over learning content motivation. Stressing the necessity to re-balance the two the author then refers to individual aspects of a learning- teaching situation and considers their effect upon the intensity, quality and orientation of the learner’s motivation (e. g. formation of needs, the teacher’s role, autoregulation of the learner’s activities, re-assessment of methods, approaches, teaching aids, feedback, emotional attitudes etc.). In conclusion the author emphasises the significance of the present structure of learners’ motivation for the complex of their behaviour, especially in their future life.