Hostname: page-component-74656f9884-8r8nv Total loading time: 0 Render date: 2026-11-08T19:50:37.478Z Has data issue: false hasContentIssue false
  • English
  • Français

A student's contributions to second language learning. Part I: Cognitive 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.'

Information

Type
State-of-the-Art Article
Information
Language Teaching , Volume 25 , Issue 4 , October 1992 , pp. 211 - 220
Copyright
Copyright © Cambridge University Press 1992

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.)

Article purchase

Temporarily unavailable

References

Anderson, J. R. (1980). Cognitive psychology and its implications. San Francisco: W. H. Freeman and Company.Google Scholar
Atkinson, R. C. & Raugh, M. R. (1975). An application of the mnemonic keyword method to the acquisition of Russian vocabulary. Journal of Experimental Psychology: Human Learning and Memory, 104, 126–33.Google Scholar
Bachman, L. F. (1988). Language testing – SLA research interfaces. Annual Review of Applied Linguistics, 9, 193–209.CrossRefGoogle Scholar
Bacon, S. M. & Finnemann, M. D. (1990). A study of the attitudes, motives, and strategies of university foreign language students and their disposition to authentic oral and written input. Modern Language Journal, 74, 459–73.CrossRefGoogle Scholar
Bialystok, E. (1984). Strategies in interlanguage learning and performance. In Davies, A., Cuper, C. & Howett, A. P. R. (eds.), Interlanguage, pp. 37–48. Edinburgh University Press.Google Scholar
Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-Hill.Google Scholar
Bruner, J. S. (1966). Toward a theory of instruction. New York: Norton.Google Scholar
Carroll, J. B. (1958). A factor analysis of two foreign language aptitude batteries. Journal of General Psychology, 59, 3–19.CrossRefGoogle ScholarPubMed
Carroll, J. B. (1962). The prediction of success in intensive language training. In Glaser, R. (ed), Training research and education, pp. 87–136. Pittsburgh Press.Google Scholar
Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723–33.CrossRefGoogle Scholar
Carroll, J. B. (1967). The foreign language attainments of language majors in the senior year: a survey conducted in U.S. colleges and universities. Cambridge, Mass.: Harvard University Press.Google Scholar
Carroll, J. B. (1990). Cognitive abilities in foreign language aptitude: then and now. In Parry, T. S. & Stansfield, C. W. (eds.), Language aptitude reconsidered, pp. 11–29. Englewood Cliffs, N.J.: Prentice Hall Regents.Google Scholar
Carroll, J. B. & Sapon, S. M. (1959). Modern Language Aptitude Test (MLAT). New York: Psychological Corporation.Google Scholar
Carroll, J. B. & Sapon, S. M. (1967). Modern Language Aptitude Test, Elementary form. New York: Psychological Corporation.Google Scholar
Cook, V.J. (1978). Second-language learning: A psycholinguistic perspective. Language Teaching and Linguistics: Abstracts, 11, 73–89.CrossRefGoogle Scholar
Cope-Powell, J. (1991). Foreign Language Classroom Anxiety: institutional responses. In Horwitz, E. K. & Young, D. J.Language anxiety: from theory and research to classroom implications. Englewood Cliffs, N.J.: Prentice Hall.Google Scholar
Corbeil, G. (1990). Successful and less successful language learners: differences in how they process information. Journal of the Atlantic Provinces Linguistic Association, 12, 131–45.Google Scholar
Gardner, R. C. (1985). Social psychology and second language learning: the role of altitudes and motivation. London: Edward Arnold Publishers.Google Scholar
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
Glaser, R. (1976). Components of a psychology of instruction: toward a science of design. Review of Educational Research, 46, 1–24.CrossRefGoogle Scholar
Henmon, V. A. C. (1929). Prognosis tests in the modern foreign languages. In Henmon, V. A. C. (ed.), Prognosis tests in the modern foreign languages, pp. 3–31. New York: MacMillan.Google Scholar
Horwitz, E. K. & Young, D. J. (1991). Language anxiety: from theory and research to classroom implications. Englewood Cliffs, N.J.: Prentice Hall.Google Scholar
Hunt, T., Wallace, F. C., Doran, S., Buynitzky, K. C. & Schwarz, R. E. (1929). George Washington University Language Aptitude Test. Washington: Center for Psychological Services.Google Scholar
Krashen, S. D. (1981). Second language acquisition and second language learning. New York: Pergamon.Google Scholar
Lalonde, R. N. & Gardner, R. C. (in press). Statistics as a second language? A model for predicting performance in psychology students. Canadian Journal of Behavioural Science.Google Scholar
Lambert, W. E. (1963). Psychological approaches to the study of language. Part II: On second language learning and bilingualism. Modern Language Journal, 14, 114–21.Google Scholar
Lambert, W. E. (1967). A social psychology of bilingualism. Journal of Social Issues, 23, 91–109.CrossRefGoogle Scholar
Lambert, W. E. (1974). Culture and language as factors in learning and education. In Aboud, F. E. & Meade, R. D. (eds.), Cultural factors in learning and education. Bellingham, Washington: Fifth Western Washington Symposium on Learning.Google Scholar
Luria, M. A. & Orleans, J. S. (1928). Luria-Orleans Modern Language Prognosis Test. Yonkers: World Book Co.Google Scholar
Macintyre, P. D. & Gardner, R. C. (1989). Anxiety and second language learning: toward a theoretical clarification. Language Learning, 39, 251–75.CrossRefGoogle Scholar
Marrie, B. & Nettan, J. E. (1991). Communication strategies. Canadian Modern Language Review, 47, 442–62.CrossRefGoogle Scholar
McLaughlin, B. (1990). The relationship between first and second languages: language proficiency and language aptitude. In Harley, B., Alien, J., Cummins, J. & Swain, M. (eds.), The development of second language proficiency, pp. 158–74. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Nyikos, M. (1990). Sex-related differences in adult language learning: socialisation and memory factors. Modern Language Journal, 74, 274–87.Google Scholar
Oxford, R. (1990). Language learning strategies: what every teacher should know. New York: Newbury House.Google Scholar
Oxford, R. & Crookall, D. (1989). Research on language learning strategies: methods, findings, and instructional issues. Modern Language Journal, 73, 404–19.CrossRefGoogle Scholar
Oxford, R. & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 75, 292–300.Google Scholar
Oxford, R., Nyikos, M. & Ehrman, M. (1988). Vive la différence? Reflections on sex differences in use of language learning strategies. Foreign Language Annals, 21, 321–9.CrossRefGoogle Scholar
Oxford-Carpenter, R. (1989). A new taxonomy of second language learning strategies. Dialog on Language Instruction, 5, 1–17.Google Scholar
Paivio, A. & Desrochers, A. (1981). Mnemonic techniques in second language learning. Journal of Educational Psychology, 73, 780–95.CrossRefGoogle Scholar
Parry, T. S. & Child, J. (1990). Preliminary investigation of the relationship between VORD, MLAT, and language proficiency. In Parry, T. S. & Stansfield, C. W. (eds.), Language aptitude reconsidered, pp. 30–66. Englewood Cliffs, N.J.: Prentice Hall Regents.Google Scholar
Petersen, C. R. & Al-Haik, A. R. (1976). The development of the Defense Language Aptitude Battery (DLAB). Educational and Psychological Measurement, 36, 369–80.CrossRefGoogle Scholar
Pimsleur, P. (1966). Pimsleur Language Aptitude Battery. New York: Harcourt Brace Jovanovitch.Google Scholar
Pressley, M., Levin, J. R. & Delaney, H. D. (1982). The mnemonic keyword method. Review of Educational Research, 52, 61–91.CrossRefGoogle Scholar
Reiss, M.-A. (1985). The good language learner: another look. Canadian Modern Language Review, 41, 511–23.CrossRefGoogle Scholar
Rice, G. A. (1929). The Barry Prognostic Language Test. In Henmon, V. A. C. (ed.), Prognosis tests in the modern foreign languages. New York: MacMillan.Google Scholar
Rost, M. & Ross, S. (1991). Learner use of strategies in interaction: typology and teachability. Language Learning, 41, 235–73.CrossRefGoogle Scholar
Rubin, J. (1975). What the good language learner can teach us. TESOL Quarterly, 9, 41–51.CrossRefGoogle Scholar
Skehan, P. (1986). Cluster analysis and the identification of learner types. In Cook, V. (ed.), Experimental approaches to second language acquisition, pp. 81–94. Oxford: Pergamon.Google Scholar
Skehan, P. (1989). Individual differences in second language learning. London: Arnold.Google Scholar
Skehan, P. (1991). Individual differences in second language learning. Studies in Second Language Learning, 13, 275–98.Google Scholar
Spolsky, B. (1989). Conditions for second language learning. Oxford, England: Oxford University Press.Google Scholar
Stern, H. H. (1975). What can we learn from the good language learner? Canadian Modern Language Review, 31, 304–18.CrossRefGoogle Scholar
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.Google Scholar
Stoddard, G. D. & Vanderbeke, G. E. (1925). Iowa Placement Examinations, Series FA-1, Revised, Foreign Language Aptitude. Extension Division, State University of Iowa.Google Scholar
Symonds, P. M. (1930). Foreign Language Prognosis Test. Teachers College Press, Columbia University.CrossRefGoogle Scholar
Thurstone, L. L. & Thurstone, T. (1941). The Chicago Tests of Primary Mental Abilities, Ages 11 to 17, Manual. Washington, D.C.: American Council on Education.Google Scholar
Todd, J. W. (1929). The psychological fundamentals of linguistic achievement. In Henmon, V. A. C. (ed.), Prognosis tests in the modern foreign languages. New York: MacMillan.Google Scholar
Tran, T. V. (1988). Sex differences in English language acculturation and learning strategies among Vietnamese adults aged 40 and over in the United States. Sex Roles, 19, 747–58.CrossRefGoogle Scholar
Vann, R.J. & Abraham, R. G. (1990). Strategies of unsuccessful language learners. TESOL Quarterly, 24, 177–98.CrossRefGoogle Scholar
Wesche, M. B. (1981). Language aptitude measures in streaming, matching students with methods, and diagnosis of learning problems. In Diller, K. C. (ed.), Individual differences and universals in language learning aptitude, pp.119–39. Rowley, MA: Newbury House.Google Scholar