Hostname: page-component-78c5997874-t5tsf Total loading time: 0 Render date: 2024-11-10T11:35:23.221Z Has data issue: false hasContentIssue false
  • English
  • Français

A student's contributions to second-language learning. Part II: Affective variables

Published online by Cambridge University Press:  23 December 2008

R. C. Gardner  and
P. D. MacIntyre
R. C. Gardner
Affiliation:
The University of Western Ontario
P. D. MacIntyre
Affiliation:
The University of Western Ontario
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
State of the Art Article
Information
Language Teaching , Volume 26 , Issue 1 , January 1993 , pp. 1 - 11
Copyright
Copyright © Cambridge University Press 1993

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Arsenian, S. (1945). Bilingualism in the post-war world. Psychological Bulletin, 42, 65–86.CrossRefGoogle Scholar
Au, S. Y. (1988). A critical appraisal of Gardner's social-psychological theory of second-language (L2) learning. Language Learning, 38, 75–100.CrossRefGoogle Scholar
Backman, N. (1976). Two measures of affective factors as they relate to progress in adult second-language learning. Working Papers on Bilingualism, 10, 100–22.Google Scholar
Bartley, D. E. (1969). A pilot study of aptitude and attitude factors in language dropout. California Journal of Educational Research, 20, 48–55.Google Scholar
Bartley, D. E. (1970). The importance of the attitude factor in language dropout: a preliminary investigation of group and sex differences. Foreign Language Annals, 3, 383–93.CrossRefGoogle Scholar
Burstall, C., Jamieson, M., Cohen, S. & Hargreaves, M. (1974). Primary French in the balance. Windsor, Berks.: NFER.Google Scholar
Chapelle, C. & Green, P. (1992). Field independence/dependence in second-language acquisition research. Language Learning, 42, 47–83.CrossRefGoogle Scholar
Chapelle, C. & Roberts, C. (1986). Ambiguity tolerance and field independence as predictors of proficiency in English as a second language. Language Learning, 36, 27–45.CrossRefGoogle Scholar
Chastain, K. (1975). Affective and ability factors in second-language acquisition. Language Learning, 25, 153–61.CrossRefGoogle Scholar
Clément, R. (1980). Ethnicity, contact and communicative competence in a second language. In Giles, H., Robinson, W. P. & Smith, P. M. (eds.), Language: social psychological perspectives. Oxford: Pergamon.Google Scholar
Clément, R. (1986). Second language proficiency and acculturation: an investigation of the effects of language status and individual characteristics. Journal of Language and Social Psychology, 5, 271–90.CrossRefGoogle Scholar
Clément, R., Gardner, R. C. & Smythe, P. C. (1977). Motivational variables in second language acquisition: a study of francophones learning English. Canadian Journal of Behavioural Science, 9, 123–33.CrossRefGoogle Scholar
Clément, R., Gardner, R. C. & Smythe, P. C. (1980). Social and individual factors in second language acquisition. Canadian Journal of Behavioural Science, 12, 293–302.CrossRefGoogle Scholar
Clément, R. & Kruidenier, B. G. (1983). Orientations in second language acquisition. I. The effects of ethnicity, milieu, and target language on their emergence. Language Learning, 33, 273–91.CrossRefGoogle Scholar
Clément, R. & Kruidenier, B. G. (1985). Aptitude, attitude and motivation in second language proficiency: a test of Clément's model. Journal of Language and Social Psychology, 4, 21–37.CrossRefGoogle Scholar
Clément, R., Major, L. J., Gardner, R. C. & Smythe, P. C. (1977). Attitudes and motivation in second language acquisition: an investigation of Ontario francophones. Working Papers on Bilingualism, 12, 1–20.Google Scholar
Clément, R., Smythe, P. C. & Gardner, R. C. (1978). Persistence in second language study: motivational considerations. Canadian Modern Language Review, 34, 688–94.CrossRefGoogle Scholar
Cook, V. J. (1978). Second-language learning: a psycholinguistic perspective. Language Teaching and Linguistics: Abstracts, II, 73–89.CrossRefGoogle Scholar
Crookes, G. & Schmidt, R. W. (1991). Motivation: reopening the research agenda. Language Learning, 41, 469–512.CrossRefGoogle Scholar
Daly, J. (1991). Understanding communication apprehension: an introduction for language educators. In Horwitz, E. K., & Young, D. J. (eds.), Language anxiety: from theory and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Desrochers, A. & Gardner, R. C. (1981). Second language acquisition: an investigation of a bicultural excursion experience. Quebec: International Centre for Research on Bilingualism.Google Scholar
Dornyei, Z. (1990). Conceptualising motivation in foreign language learning. Language Learning, 40, 45–78.CrossRefGoogle Scholar
Erhman, M. (1990). The role of personality type in adult language learning: an ongoing investigation. In Parry, T. S., & Stansfield, C. W. (eds.), Language aptitude reconsidered, pp. 126–78, Englewood Cliffs, NJ: Prentice Hall Regents.Google Scholar
Endler, N. S. & Okada, M. (1975). A multidimensional measure of trait anxiety: the S-R Inventory of general trait anxiousness. Journal of Consulting and Clinical Psychology, 43, 319–29.CrossRefGoogle ScholarPubMed
Eysenck, M. W. (1979). Anxiety, learning and memory: a reconceptualisation. Journal of Research in Personality, 13, 363–85.CrossRefGoogle Scholar
Gardner, R. C. (1985). Social psychology and second language learning: the role of attitudes and motivation. London: Edward Arnold.Google Scholar
Gardner, R. C., Day, B. & MacIntyre, P. D. (1992). Intergrative motivation, induced anxiety, and language learning in a controlled environment. Studies in Second Language Acquisition, 14, 197–214.CrossRefGoogle Scholar
Gardner, R. C., Lalonde, R. N. & Moorcroft, R. (1985). The role of attitudes and motivation in second language learning: correlational and experimental considerations. Language Learning, 35, 207–27.CrossRefGoogle Scholar
Gardner, R. C., Lalonde, R. N., Moorcroft, R. & Evers, F. T. (1987). Second language attrition: the role of motivation and use. Journal of Language and Social Psychology, 6, 29–47.CrossRefGoogle Scholar
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266–72.CrossRefGoogle ScholarPubMed
Gardner, R. C. & Lambert, W. E. (1965). Language aptitude, intelligence, and second-language achievement. Journal of Educational Psychology, 56, 191–9.CrossRefGoogle ScholarPubMed
Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Mass.: Newbury House.Google Scholar
Gardner, R. C. & MacIntyre, P. D. (1991). An instrumental motivation in language study: who says it isn't effective? Studies in Second Language Acquisition, 13, 57–72.CrossRefGoogle Scholar
Gardner, R. C. & MacIntyre, P. D. (1992). A student's contributions to second language learning: Part I. Cognitive variables. Language Teaching, 25, 4, 211–20.CrossRefGoogle Scholar
Gardner, R. C. & MacIntyre, P. D. (in press). On the measurement of affective variables in second language learning. Language Learning.Google Scholar
Gardner, R. C. & Smythe, P. C. (1981). On the development of the Attitude/Motivation Test Battery. Canadian Modern Language Review, 37, 510–25.CrossRefGoogle Scholar
Gardner, R. C., Smythe, P. C. & Brunet, G. R. (1977). Intensive second language study: effects on attitudes, motivation and French achievement. Language Learning, 27, 243–61.CrossRefGoogle Scholar
Gardner, R. C., Smythe, P. C. & Clément, R. (1979). Intensive second language study in a bicultural milieu: an investigation of attitudes, motivation and language proficiency. Language Learning, 29, 305–20.CrossRefGoogle Scholar
Gardner, R. C., Smythe, P. C., Clément, R. & Gliksman, L. (1976). Second language acquisition: a social psychological perspective. Canadian Modern Language Review, 32, 198–213.CrossRefGoogle Scholar
Gardner, R. C. & Smythe, P. C. & Lalonde, R. N. (1984). The nature and replicability of factors in second language acquisition. Research Bulletin No. 605, Department of Psychology, The University of Western Ontario, London, Canada.Google Scholar
Gliksman, L. (1976). Second language acquisition: the effects of student attitudes on classroom behaviour. Unpublished master's thesis, University of Western Ontario, London, Canada.Google Scholar
Gliksman, L. (1981). Improving the prediction of behaviours associated with second language acquisition. Unpublished Doctoral dissertation, University of Western Ontario, London, Canada.Google Scholar
Gliksman, L., Gardner, R. C. & Smythe, P. C. (1982). The role of the integrative motive on students' participation in the French classroom. Canadian Modern Language Review, 38, 625–47.CrossRefGoogle Scholar
Gordon, M. E. (1980). Attitudes and motivation in second language achievement: a study of primary school students learning English in Belize, Central America. Unpublished Doctoral dissertation, University of Toronto.Google Scholar
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20, 559–62.CrossRefGoogle Scholar
Horwitz, E. K., Horwitz, M. B. & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125–32.CrossRefGoogle Scholar
Horwitz, E. K. & Young, D. J. (1991). Language anxiety. Englewood Cliffs, N.J.: Prentice Hall.Google Scholar
Jöreskog, K. G. & Sörbom, D. (1984). LISREL VI: Analysis of linear structural relationships by the method of maximum likelihood. Mooresville, Indiana: Scientific Software Inc.Google Scholar
Kleinmann, H. H. (1977). Avoidance behavior in adult second language acquisition. Language Learning, 27, 93–107.CrossRefGoogle Scholar
Kraemer, R. (1990). Social psychological factors related to the study of Arabic among Israeli Jewish high school students. Unpublished Doctoral dissertation, Tel-Aviv University.Google Scholar
Labrie, N. & Clément, R. (1986). Ethnolinguistic vitality, self-confidence and second language proficiency: an investigation. Journal of Multilingual and Multicultural Development, 7, 269–82.CrossRefGoogle Scholar
Laine, E. (1977). Foreign language learning motivation in Finland I Turku: Turku University Press.Google Scholar
Lalonde, R. (1982). Second language acquisition: a causal analysis. Unpublished Master's thesis, University of Western Ontario, London, Canada.Google Scholar
Lalonde, R. N. & Gardner, R. C. (1985). On the predictive validity of the Attitude/Motivation Test Battery. Journal of Multilingual and Multicultural Development, 6, 403–12.CrossRefGoogle Scholar
Lambert, W. E. (1955). Measurement of the linguistic dominance of bilinguals. Journal of Abnormal and Social Psychology, 50, 197–200.CrossRefGoogle ScholarPubMed
Lett, J. & O'Mara, F. E. (1990). Predictors of success in an intensive language learning context: correlates of language learning at the Defense Language Institute Foreign Language Center. In Parry, T. S. & Stansfield, C. W. (eds.), Language aptitude reconsidered, 222–260. Englewood Cliffs, N.J.: Prentice Hall Regents.Google Scholar
Lukmani, Y. M. (1972). Motivation to learn and learning proficiency. Language Learning, 22, 261–73.CrossRefGoogle Scholar
MacIntyre, P. D. & Gardner, R. C. (1989). Anxiety and second language learning: toward a theoretical clarification. Language Learning, 39, 251–75.CrossRefGoogle Scholar
MacIntyre, P. D. & Gardner, R. C. (1991). Language anxiety: its relation to other anxieties and to processing in native and second languages. Language Learning, 41, 513–34.CrossRefGoogle Scholar
MacIntyre, P. D. & Gardner, R. C. (1992). The pervasive effects of language anxiety on second language performance. Canadian Psychology, 33, 276 (Abstract C#ll).Google Scholar
Marckwardt, A. H. (1948). Motives for the study of modern languages. Language Learning, I, 3–99. (Reprinted in Language Learning (1988), 38, 161–9.)CrossRefGoogle Scholar
McCroskey, J. C. (1978). Validity of the PRCA as an index of oral communication apprehension. Communication Monographs, 45, 192–203.CrossRefGoogle Scholar
Muchnick, A. G. & Wolfe, D. E. (1982). Attitudes and motivations of American students of Spanish. The Canadian Modern Language Review, 38, 262–81.CrossRefGoogle Scholar
Naiman, N., Fröhlich, M., Stern, H. H. & Todesco, A. (1978). The good language learner. Research in Education Series No. 7, Ontario Institute for Studies in Education, Toronto, Ontario.Google Scholar
Oxford, R. L. (1990 a). Language learning strategies: what every teacher should know. New York: Newbury House.Google Scholar
Oxford, R. L. (1990 b). Styles, strategies, and aptitude: connections for language learning. In Parry, T. S. & Stansfield, C. W. (eds.), Language aptitude reconsidered, 67–125. Englewood Cliffs, N.J.: Prentice Hall Regents.Google Scholar
Oxford, R. L. & Crookall, D. (1989). Research on language learning strategies: methods, findings, and instructional issues. Modern Language Journal, 73, 404–19.CrossRefGoogle Scholar
Oxford, R. L. & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 75, 292–300.Google Scholar
Pak, A. W.-P., Dion, K. L. & Dion, K. K. (1985). Correlates of self-confidence with English among Chinese students in Toronto. Canadian Journal of Behavioural Science, 17, 369–78.CrossRefGoogle Scholar
Ramage, K. (1990). Motivational factors and persistence in foreign language study. Language Learning, 40, 189–219.CrossRefGoogle Scholar
Roger, D., Bull, P. & Fletcher, R. (1981). The construction and validation of a questionnaire for measuring attitudes towards learning foreign languages. Educational Review, 33, 223–30.CrossRefGoogle Scholar
Rost, M. & Ross, S. (1991). Learner use of strategies in interaction: typology and teachability. Language Learning, 41, 235–73.CrossRefGoogle Scholar
Schwarzer, R. (1986). Self-related cognition in anxiety and motivation. Hillsdale, N.J.: Lawrence Erlbaum Associates.Google Scholar
Scovel, T. (1978). The effect of affect on foreign language learning: a review of the anxiety research. Language Learning, 28, 129–42.CrossRefGoogle Scholar
Sison, M. P. A. (1991). The relationship of college student attitudes, motivation, and anxiety to second language achievement: a test of Gardner's model. Unpublished Doctoral dissertation, University of Southern California.Google Scholar
Steinberg, F. S. & Horwitz, E. K. (1986). The effect of induced anxiety on the denotative and interpretive content of second language speech. TESOL Quarterly, 20, 131–6.CrossRefGoogle Scholar
Strong, M. H. (1984). Integrative motivation: cause or result of successful second-language acquisition? Language Learning, 34, 1–14.CrossRefGoogle Scholar
Trylong, V. L. (1987). Aptitude, attitudes, and anxiety: a study of their relationships to achievement in the foreign language classroom. Unpublished doctoral dissertation, Purdue University.Google Scholar
Tucker, G. R., Hamayan, E. & Genesee, F. H. (1976). Affective, cognitive and social factors in second-language acquisition. Canadian Modern Language Review, 32, 214–26.CrossRefGoogle Scholar
Young, D.J. (1986). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annals, 12, 439–48.CrossRefGoogle Scholar
Young, D.J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign Language Annals, 23, 539–53.CrossRefGoogle Scholar