ERIC Number: ED157381
Record Type: Non-Journal
Publication Date: 1978-May
Reference Count: N/A
Attitudes and Aptitude in Learning French. Research Bulletin No. 13.
Gardner, R. C.
This address to school counselors discusses the role of aptitude and attitudes in learning French as a second language with attention to the senior elementary and high school levels. The Modern Language Aptitude Test (MLAT) and the Attitude Motivation Inventory (ATI) were administered to students. The MLAT and abilities it is designed to assess are discussed. Attitudinal variables of the ATI, integrativeness, motivation, attitudes toward the learning situation, class anxiety, and instrumentality, are described. Correlations suggest that prediction of achievement in French can be reasonably accurate if attention is paid to both aptitude and attitudes. Both MLAT and AMI evidence convergent validity because of substantial correlations with French grades. Only AMI has low correlation with non-French academic average. MLAT correlates as highly with academic average as it does with French grades. Language enrollment statistics for Ontario and implications of the findings for counseling are presented. (SW)
Descriptors: Academic Achievement, Academic Aptitude, Aptitude Tests, Attitude Measures, Educational Counseling, Elementary Secondary Education, French, Language Ability, Language Attitudes, Language Enrollment, Language Research, Predictive Measurement, Second Language Learning, Student Attitudes, Student Motivation, Test Validity
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Department of the Secretary of State, Ottawa (Ontario).
Authoring Institution: University of Western Ontario, London. Dept. of Psychology.
Identifiers - Assessments and Surveys: Modern Language Aptitude Test