A paper presented at annual convention of National Council of Teachers of English (60th, Atlanta, November 27, 1970). (Editor)

Reviews major findings on the relationship of attitudes and motives to second language learning, proposes a framework within which other psychological variables may be considered, and urges the consideration of nonverbal variables involved in cross-cultural communication. (Author/AM)

No matter how well teachers plan or present a lesson, the final evaluation of its success or failure rests in the decision of the individual student who decides what he considers worth listening to, what worth trying, and what worth remembering for future use. (JD)

Tests indicate that providing sufficient opportunities for involvement in physical activities is influential in promoting and maintaining positive attitudes toward development of motor skills in children. (JD)

Examined the magnitude of the contributions that motivation and attitudes make to achievement in the second language in he research conducted by Gardner and associates. Meta-analysis indicates the relationship of second language achievement to the five attitude/motivation variables from Gardner's socioeductional model. (Author/VWL)

Assessed Hong Kong tertiary students' readiness for learner autonomy in language learning by examining their views of their responsibilities and those of their teachers, their confidence in their ability to operate autonomously, and their assessment of their level of motivation to learn English. (Author/VWL)

A discussion of motivational techniques for promoting self-regulated learning in college students focuses on two methods students use to anticipate and negotiate the affective consequences of success and failure. The strategies, defensive pessimism and self-handicapping, are described and a study of their impact on self-regulated learning of 127…

An alternative approach to current epistemological views related to the psychology of second-language (L2) learning is presented. Attitude is described as a basic component of motivation for L2 learning, and theoretical considerations and research data are discussed in which L2 or diglossic/bilingual situations are involved. (15 references) (LB)

A survey of teachers' and students' perceptions of the difficulty of learning American Sign Language (ASL) suggested that teachers generally rated the learning difficulty levels higher than students, and both groups cited such sociolinguistic and affective problems as cultural inhibitions, interacting with the deaf, and attitudes and motivations…

Describes a process-oriented model of experiential learning involving critical relationships between learner and self, teacher, and learning environment. Outlines important elements: mixing content, process, and guided reflection; minimal teacher judgment; engagement in purposeful endeavors; the "big picture" perspective; multiple…

Describes a study that determined the effect of two types of instructional media--interactive video and print--and learner gender on attitudes toward instruction. The use of role models with unemployed adults in an employment skills program is discussed; and the use of the Instructional Materials Motivation Scale is described. (32 references) (LRW)

Reviews research conducted on adult populations dealing with correlates or predictors of proficiency in a second language. Four classes of individual difference variables are considered, including (1) attitudes and motivation; (2) language aptitude and intelligence; (3) language learning strategies; and (4) personality variables. (83 references)…

Cooperative learning improves students' learning motivation in a diverse college student population by creating a favorable disposition toward the learning experience through personal relevance and choice; creating an understanding that learners are effective in learning something they value; and creating challenging, thoughtful learning…

Focus groups of six instructors and 21 physical-therapy students examined separately clinical and classroom experience. Results revealed (1) a mismatch between student and faculty expectations; (2) student preference for passive learning; (3) concern about teacher/student relationships; (4) student anxiety about career expectations; and (5)…