Prediction no. 1. Aptitude, since it relates directly to conscious language learning, or the Monitor, will not be a strong predictor of second language success in children acquiring a second language. This prediction has been confirmed. Tucker, Hamayan, and Genesee (1976) gave three groups of grade 7 students of French attitude and aptitude tests. For all subjects, measures of attitude and motivation related to achievement in French and were much better predictors than aptitude and IQ measures. The strongest predictors were a positive attitude toward the target language and high need achievement. Gardner et al. (1976) report data that also support this prediction. In grade 7 French as a second language, aptitude was found to be less important as a predictor of French achievement than in later grades.

Prediction no. 2. Attitudinal factors will predict second language achievement for children whenever intake is available. There has been little work in this area. Fillmore (1976), in her case study of five children acquiring English as a second language in an American kindergarten, does provide some clear evidence. Nora, Fillmore's most successful acquirer, "was strongly motivated to be associated with English-speaking children... she sought them out to play with to an extent that none of the other children in the study did" (p. 706). This may be interpreted as integrative motivation. Nora also exhibited self-confidence in her approach to language acquisition: "in contrast (to some of the other children) Nora was quite uninhibited in her attempts at speaking the new language... from the first she was more concerned with communication than form" (p. 710). Hatch (1976) has also documented cases from diary studies where affective and attitudinal factors played a role in success of child second language acquisition.

Using a more experimental approach, Swain and Burnaby (1976) studied affective variables in the "immersion" kindergarten. Successful acquisition of French by English-speaking children showed some relationship to "perfectionism" as well as level of anxiety. Other measures, such as "sociability" and "talkativeness", did not show a relationship to French proficiency. Swain and Burnaby point out, however, that such traits are not encouraged in the classroom situation. This helps to explain the difference between these results and those reported by Pritchard (1952; see above).

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