A Critical Appraisal of Gardner's Social‐Psychological Theory of Second‐Language (L2) Learning*

Shun Y. Au

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Linguistics and Language Analysis

Abstract

The social‐psychological theory of second‐language (L2) learning proposed by R. C. Gardner (Gardner & Lambert, 1959; Gardner, 1979; Gardner, 1982; Gardner, 1983) has been one of the most long‐standing theories of L2 learning. For the past 25 years, it has generated a substantial number of studies in various parts of the world. Interestingly enough, a comprehensive and detailed evaluation of the theory has not been forthcoming1. This paper attempts to do just that. It begins with an overview of Gardner's theory. The theory is then analyzed into five major propositions, each of which will be evaluated in the light of relevant studies. Recent developments will then be discussed.

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1959Motivational variables in second-language acquisition.1973OBJECTIVE KNOWLEDGE: AN EVOLUTIONARY APPROACH 1979Language and Social Psychology 2007Motivation and second language acquisition 1980Ethnicity, Contact and Communicative Competence in a Second Language11The author is grateful to Dr. R. C. Gardner for his comments on a draft of this paper.1972MOTIVATION TO LEARN AND LANGUAGE PROFICIENCY 1975Primary French in the Balance 1975Motivation and Second-Language Acquisition

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