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Commentary: Motivation for Learning Languages Other than English in an English-Dominant World
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Duff, Patricia A. – Modern Language Journal, 2017
The majority of recent research on language learning motivation has reportedly focused on English as a target language, typically in relatively homogeneous, secondary and postsecondary "foreign language" settings. How applicable, then, are the theories and findings undergirding that research to our understanding of the contemporary…
Descriptors: Second Language Learning, Second Language Instruction, Learning Motivation, Learning Theories
A Theory-based Approach to the Measurement of Foreign Language Learning Ability: The CANAL-F Theory and Test.
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Grigorenko, Elena L.; Sternberg, Robert J.; Ehrman, Madeline E. – Modern Language Journal, 2000
Presents a rationale, description, and partial construct validation of a new theory of foreign language aptitude: CANAL-F--Cognitive Ability for Novelty in Acquisition of Language (foreign). The theory was applied and implemented in a test of foreign language aptitude (CANAL-FT). Outlines the CANAL-F theory and details of its instrumentation…
Descriptors: Construct Validity, Language Aptitude, Language Tests, Second Language Instruction
A Strong Inference Approach to Causal Factors in Foreign Language Learning: A Response to MacIntyre.
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Sparks, Richard L.; Ganschow, Leonore – Modern Language Journal, 1995
This article responds to MacIntyre's (1995) critique of the Linguistic Coding Differences Hypothesis (LCDH), which posits that language aptitude is the primary source of individual differences in foreign language (FL) achievement. It defends the LCDH and suggests that difficulties exist with theories that attribute affective and social context…
Descriptors: Affective Behavior, Anxiety, Criticism, Individual Differences
On Seeing the Forest and the Trees: A Rejoinder to Sparks and Ganschow.
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MacIntyre, Peter D. – Modern Language Journal, 1995
This article responds to Sparks and Ganschow's (1995) defense of their Linguistic Coding Differences Hypothesis (LCDH), arguing that the LCDH ignores the context in which language learning occurs. It asserts that LCDH is so focused on the learning of the sound system of language that it ignores affective variables. (22 references) (MDM)
Descriptors: Affective Behavior, Anxiety, Criticism, Individual Differences