severely limited in terms of the range of structures that can be produced as well as in fluency of performance.

Prediction no. 3. The relationship between attitude and proficiency in second language will be strongest when (a) subjects or performers have had sufficient intake for acquisition (see also Oller, 1977, Hypothesis 6) and (b) when Monitor-free measures of proficiency are used. (Note that attitude will also relate to proficiency when tests that invite the Monitor are used; here both aptitude and attitude will predict proficiency. The effects of attitude will be weaker in this situation, however. Attitudinal effects are predicted to be present whenever any acquired competence at all is used in performance.) Below we review the evidence for each attitudinal factor with respect to this prediction.

Integrative motivation. First, integrative motivation has been found to relate to second language proficiency in situations where intake is available, in the Canadian Anglophone situation, and in the ESL situation in the United States. To briefly review the Canadian situation, Gardner and Lambert (1959), using seventy-five eleventh-grade high school students in Montreal, found integrative motivation to be a stronger predictor of French achievement than instrumental motivation. Gardner (1960) expanded these results with eighty-three tenth-grade students of French. Moreover, he concluded that the integrative motivation was especially important "for the development of communicative skills" (p. 215), while aptitude was important "in the acquisition of second language skills acquired through direct instruction" (p. 214; see discussion above). In a similar setting, Gardner, Smythe, Clement, and Gliksman (1976) confirmed the importance of integrative motivation in grades 7 to 11 French classes in Montreal. They found that measures of integrative motivation tended to correlate more highly with their "speech" measure than with grades. Also, integrative motivation was a better predictor of French proficiency than was instrumental motivation.

Gardner et al. also studied factors related to "dropping out" of French (not a compulsory subject in the schools they studied). From their analysis they concluded that those who dropped French were not simply the less "able" students. While drop-outs did tend to get lower grades and show lower aptitude, the primary motivation for the

26