instrumental reasons as primary for studying English, Oller et al. found that those subjects who rated Americans as "helpful, sincere, kind reasonable, and friendly" did better on a Cloze test of English as a second language.

The effect of integrative motivation appears to be weaker in other situations. These situations include those where opportunities to get intake outside the classroom are rare, such as foreign-language learning in the United States. Gardner and Lambert (1972) investigated high-school learning of French in three American communities in Maine, Connecticut, and Louisiana, and only a weak relationship was found in Connecticut.

Also, Oller and colleagues (reported in Oller, 1977) studied the acquisition of English in Japan (English as a foreign language, or EFL), and found little relationship between attitude and proficiency (see also the more recent Chihara and Oller, 1978).

Instrumental motivation may take precedence as a predictor of achievement where there is a special urgency about second language acquisition and where there appears to be little desire to "integrate". As mentioned earlier, instrumental motivation could mean a great deal of interaction in such situations, entailing more intake. The presence of a higher affective filter, however, would predict less success in the long run, however. Two important studies show instrumental motivation to be superior in such situations: Lukmani (1972) found that for female Marathi speakers in Bombay "who belonged to the comparatively non-Westernized section of Bombay society" proficiency in English, as measured by a Cloze test, was more related to instrumental motivation than to integrative. Lukmani concluded that her subjects saw themselves "based in their own country but reaching out to modern ideas and life styles" (p. 272). Gardner and Lambert (1972) reached similar conclusions for English as a second language in the Philippines. In the Philippines English is the language of education and business, but is rarely spoken in the home. Gardner and Lambert found that instrumental motivation was a better predictor of overall English proficiency, but also found a clear relationship between the presence of integrative motivation and "aural-oral" skills, supporting part (b) of this prediction.

Oller, Baca, and Vigil (1977) report on a case where integrative

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