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Learning Another Language: a True Social Psychological Experiment

University of Western Ontario

In this article I have outlined some reasons why the investigation of second language acquisition is important, and I have presented a socio- educational model that I believe incorporates the major individual difference variables underlying the language learning process. Research relevant to this model is then presented, with particular attention devoted to a direct test of the underlying causal model. Three deductions deriving from the model are then examined. On the basis of the empirical evidence, it seems clear that attitudes and motivation are important because they promote active involvement in the learning process and that they influence active choice behaviour regarding participation in acquisition contexts. There was no evidence for the deduction that differential success in second language acquitision promotes differential attitude change.

Four directions for future research are then discussed. These include the suggestion that further attention should be directed toward using causal modelling procedures to enhance our understanding of the processes underlying second language acquisition, and the necessity for developing laboratory investigations to provide further 'causal' tests. A third direction which seems important is to extend the general correlational paradigm to other contexts. It is emphasised, however, that such extensions should use indices with known reliabiilty and validity, and should consider the ethnolinguistic vitality of the region. The fourth direction concerns the role of attitudes and motivation in the loss of second language skills following the termination of instruction. This is a previously unexplored area which could have important implications for language training.

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