Robert C. Gardner's 1960 thesis explores the role of motivation and linguistic aptitude in second-language acquisition. The study investigates how these factors influence the learning process, particularly in the context of French language acquisition among high school students in Montreal. The research highlights the importance of both aptitude and motivation in determining second-language achievement. It argues that while linguistic aptitude is a significant factor, motivation also plays a crucial role, especially in the context of integrating with the target language community. The study presents a theoretical model that incorporates both aptitude and motivation as key variables in second-language learning. It suggests that motivation is not merely a vague desire to learn but a specific drive that can be clearly defined and measured. The research also examines the relationship between motivation and the acquisition of language skills, emphasizing the importance of an integrative motive, which involves a desire to learn the language, understand the culture, and integrate with the target language community. The study includes a detailed analysis of various tests and measures used to assess French achievement, language aptitude, and motivational factors. It finds that while linguistic aptitude is correlated with certain aspects of language learning, such as vocabulary and grammar, motivation is more closely related to the acquisition of language skills that require interaction with members of the target language community. The research also discusses the role of cultural and social factors in shaping an individual's motivation to learn a second language. The study concludes that both linguistic aptitude and an integrative motive are necessary for successful second-language acquisition. However, the integrative motive appears to play a more significant role in the acquisition of language skills that are not directly taught in the classroom but are essential for effective communication in a bilingual context. The research underscores the importance of considering both intellectual and non-intellectual factors in understanding the complex process of second-language acquisition.Robert C. Gardner's 1960 thesis explores the role of motivation and linguistic aptitude in second-language acquisition. The study investigates how these factors influence the learning process, particularly in the context of French language acquisition among high school students in Montreal. The research highlights the importance of both aptitude and motivation in determining second-language achievement. It argues that while linguistic aptitude is a significant factor, motivation also plays a crucial role, especially in the context of integrating with the target language community. The study presents a theoretical model that incorporates both aptitude and motivation as key variables in second-language learning. It suggests that motivation is not merely a vague desire to learn but a specific drive that can be clearly defined and measured. The research also examines the relationship between motivation and the acquisition of language skills, emphasizing the importance of an integrative motive, which involves a desire to learn the language, understand the culture, and integrate with the target language community. The study includes a detailed analysis of various tests and measures used to assess French achievement, language aptitude, and motivational factors. It finds that while linguistic aptitude is correlated with certain aspects of language learning, such as vocabulary and grammar, motivation is more closely related to the acquisition of language skills that require interaction with members of the target language community. The research also discusses the role of cultural and social factors in shaping an individual's motivation to learn a second language. The study concludes that both linguistic aptitude and an integrative motive are necessary for successful second-language acquisition. However, the integrative motive appears to play a more significant role in the acquisition of language skills that are not directly taught in the classroom but are essential for effective communication in a bilingual context. The research underscores the importance of considering both intellectual and non-intellectual factors in understanding the complex process of second-language acquisition.