On the Validity of Affective Variables in Second Language Acquisition
Conceptual, Contextual, and Statistical Considerations 1
Bibliographic Data
| ID | 7900574 |
|---|---|
| Authors | R C Gardner (Western University, corresponding author) |
| Year | 1980 |
| Volume | 30 |
| Issue | 2 |
| Pages | 255-270 |
| Publication date | 1980-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-1770.1980.tb00318.x |
| OpenAlex | W2004409543 |
| Language | EN |
| Citations received | 23 |
| References cited | 15 |
This article reviews the proposition that achievement in a second language is related to attitudinal/motivational characteristics of the students. It uses as its starting point articles by Oller and Perkins, and demonstrates that their generalizations that such relationships are weak, and that they are due to the spurious effects of verbal intelligence and language proficiency are not founded in fact. Statistical, contextual, and conceptual issues relevant to their criticisms of this research area are reviewed, as are much more parsimonious interpretations of so‐called “strange” findings. It is recommended that rather than argue over hypothetical relationships, we direct our research attention to unravelling the mysteries of second language acquisition, to the benefit of students and teachers alike
Cognitive psychology · Language acquisition · Language proficiency · Linguistics · Mathematics education · Point (geometry) · Proposition · Second-language acquisition · Spurious relationship · Vocabulary · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Culture Studies and Motivation in Foreign and Second Language Learning in Taiwan
Motivation to Learn English in Hong Kong
Willingness to Communicate in a Second Language
Willingness to Communicate in a Second Language
Developmental Issues in Interlanguage Pragmatics
Individual Differences in Second Language Learning
Attitude and Achievement in learning English as a foreign Language
Motivation and gender in the Japanese EFL classroom
Development and Validation of a Foreign Language Attitude Scale
Gardner on Affect
Attitudes and Motivation Versus Language Achievement in Cross-linguistic Settings. What is Cause and What Effect
Student Motivation to Learn English as a Foreign Language
The Cloze Test as an Alternative Measure of Language Proficiency of Children Considered for Exit from Bilingual Education Programs
On “Gardner on Affect
A Critical Appraisal of Gardner's Social-Psychological Theory of Second-Language (L2) Learning
The Socio-Educational Model of Second-Language Learning
Factors Predicting Success in EFL Among Culturally Different Learners
On the Measurement of Affective Variables in Second Language Learning
An Analysis of Discomfort, Risktaking, Sociability, and Motivation in the L2 Classroom
Motivation and Cultural Distance in Second-Language Acquisition
Motivation
Motivation, Self-confidence, and Group Cohesion in the Foreign Language Classroom
Personality, Attitudes, and Affect as Predictors of Second Language Communication
A Further Comment on Language Proficiency as a Source of Variance in Certain Affective Measures 1
Causation or Correlation
Attitudes and Attained Proficiency in ESL
A Social Psychology of Bilingualism
Motivational variables in second-language acquisition
Intelligence and Language Proficiency as Sources of Variance in Self‐reported Affective Variables 1
Attitudes and Attained Proficiency in Efl
Ethnic Attitudes and the Acquisition of Spanish as a Second Language1
Attitudes and Attained Proficiency in Esl
Language and Social Psychology
| Unique citing works | 23 |
|---|---|
| Citations per year | 0,52 |
| Citation span | 1982 - 2006 (25) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 20 |