The aim of this study was to examine the structure and the developmental change of the failure avoidance for learning English in class (FALEC) and the failure avoidance for learning English to prepare for term or entrance examinations (FALE), and the degree of difficulty in English lessons (DDEL). A total of 742 students from 5th through 11th grade responded to a questionnaire composed of failure avoidance (FA) and the difficulty. The main results were as follows: First, the new three scales were constructed with α coefficient ranging from .78 to .82. Second, it was found that FALEC was related to Identified Regulation and FALE was related to External Regulation. Four clusters which were found through cluster analysis had different characteristics in selfdetermination motivation, anxiety and study hours at home. The typology based on FALEC, FALE and DDEL can be more successful in categorizing the students into types of motivation for learning English than that on self-determination motivation because failure avoidance was related to anxiety.