The thesis "Motivational Variables in Second-Language Acquisition" by Robert C. Gardner explores the role of motivation and aptitude in second-language learning. The author argues that both factors are crucial for understanding the process of acquiring a second language. The study focuses on the integrative motive, which involves a favorable evaluation of the target language group, interest in meeting and understanding members of that group, and a desire to learn their language. The research also examines the relationship between language aptitude and second-language achievement, particularly in areas such as vocabulary, grammar, reading fluency, and pronunciation accuracy. Key findings include: 1. **Integrative Motive and French Achievement**: The integrative motive is positively correlated with aural comprehension, vocabulary, grammar, reading fluency, and pronunciation accuracy. It is less related to accent characteristics, which suggest that the motivation to learn the language is more important than intellectual aptitude in these areas. 2. **Aptitude and French Achievement**: Language aptitude significantly predicts decoding skills (aural comprehension), knowledge of structural properties (vocabulary and grammar), and some encoding skills (reading fluency and pronunciation accuracy). However, it shows little relation to accent characteristics, indicating that these aspects of second-language achievement are less influenced by intellectual factors. 3. **Dimensions of French Achievement**: A factor analysis of 30 variables reveals that the integrative motive and language aptitude are significant in different dimensions of second-language achievement. The integrative motive is more important for skills that require interaction with the target language community, while language aptitude plays a more dominant role in school-taught skills. The study concludes that both the integrative motive and language aptitude are necessary for successful second-language acquisition, with the integrative motive being particularly important for skills that involve cultural interaction.The thesis "Motivational Variables in Second-Language Acquisition" by Robert C. Gardner explores the role of motivation and aptitude in second-language learning. The author argues that both factors are crucial for understanding the process of acquiring a second language. The study focuses on the integrative motive, which involves a favorable evaluation of the target language group, interest in meeting and understanding members of that group, and a desire to learn their language. The research also examines the relationship between language aptitude and second-language achievement, particularly in areas such as vocabulary, grammar, reading fluency, and pronunciation accuracy. Key findings include: 1. **Integrative Motive and French Achievement**: The integrative motive is positively correlated with aural comprehension, vocabulary, grammar, reading fluency, and pronunciation accuracy. It is less related to accent characteristics, which suggest that the motivation to learn the language is more important than intellectual aptitude in these areas. 2. **Aptitude and French Achievement**: Language aptitude significantly predicts decoding skills (aural comprehension), knowledge of structural properties (vocabulary and grammar), and some encoding skills (reading fluency and pronunciation accuracy). However, it shows little relation to accent characteristics, indicating that these aspects of second-language achievement are less influenced by intellectual factors. 3. **Dimensions of French Achievement**: A factor analysis of 30 variables reveals that the integrative motive and language aptitude are significant in different dimensions of second-language achievement. The integrative motive is more important for skills that require interaction with the target language community, while language aptitude plays a more dominant role in school-taught skills. The study concludes that both the integrative motive and language aptitude are necessary for successful second-language acquisition, with the integrative motive being particularly important for skills that involve cultural interaction.