1973, p. 8). Carroll also suggests that it is probably through this factor "that foreign language aptitude is most closely related with general intelligence" (p. 8).

Inductive ability also appears to be conscious learning, in that its goal is the discovery of an explicit, abstract (set of) rule(s) by means of a problem-solving approach. The linguist uses the same process in writing a grammar from a corpus.

Pimsleur's summary of the components of language aptitude is quite similar to, but not identical with, Carroll's:

...the "talent" for learning foreign language consists of three components. The first is verbal intelligence, by which is meant both familiarity with words (this is measured in the Language Aptitude Battery by the "Vocabulary" part) and the ability to reason analytically about verbal materials (this is measured by the part called "Language Analysis"). The second component is motivation to learn the language.... The third component... is called "auditory ability"... (Pimsleur, 1966, p. 182).

Thus, two of Carroll's components, inductive ability and grammatical sensitivity, and one of Pimsleur's components, verbal intelligence, are hypothesized to relate directly to, or reflect, conscious language learning, the Monitor. The other parts of the aptitude batteries, in both cases, deal with auditory factors (which are not discussed here), and Pimsleur's motivation component forms an additional part of the LAB.

Attitudinal factors that relate to second language acquisition will be those that perform one or both of two functions. First, they will be factors that encourage intake. Others have said this before, for example: "motivational variables... determine whether or not the student avails himself of... informal language contexts" (Gardner, Smythe, Clement, and Gliksman, 1976, p. 200) (see also Oller's Hypothesis 6 in Oller, 1977). They are simply factors that encourage acquirers to communicate with speakers of the target language, and thereby obtain the necessary input, or intake, for language acquisition.

Second, attitudinal factors relating to acquisition will be those that enable the performer to utilize the language heard for acquisition. Simply hearing a second language with understanding appears to be necessary but is not sufficient for acquisition to take place. The acquirer must not only understand the input but must also, in a sense, be "open" to it. Dulay and Burt (1977) have captured this concept by

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