In second language acquisition how influential is one's attitude toward learning the language and how does this compare to the influence carried by the person's IQ?

Answer 1

Clearly both are factors. As a TESOL teacher, I can offer some anecdotal evidence: It seems clear that attitude makes a big difference to learning a second language (L2). But we are not talking about one attitude, but rather a complex of attitudes and goals. These would include: attitude to failure-success, personal learning strategies, short- and long-term goals, patience, determination, persistence etc.

IQ is one resource that a student can draw upon. IQ relates to the brains ability to process information coming from the world, in various dimensions. But high IQ does not necessarily go hand in hand with high motivation. It has been said about IQ that although some individuals can have very high IQ, the vast majority have more than enough IQ (that is in and around the average of 100) to get by in everyday life. For me, that would include the IQ requirements for learning a second language.

The single biggest factor in second language learning is in my view 'accumulation'. By this I mean that a student needs to accumulate a certain amount of vocabulary, grammar and contextual understanding to be able to communicate effectively in their L2.

You can compare it to taking bebbles (words) off a beach. If you are very enthusiastic (high IQ energy) very early in the endeavour, then you can perhaps take home 100 pebbles a day off the beach for a couple of weeks, before tiredness or boredom undermine the activity and it quickly peters out. Let's say that after six months (two weeks of high activity followed by very little activity) you had taken home 1600 pebbles . It's a lot, but perhaps only half of the pebbles (words) you would need for 'critical mass', where you could function in the second language in such a way as to allow you to be continuously and activey involved in using the language.

However, if you are a slow but determined individual (average IQ energy), you could take 20 pebbles a day off the beach, but maintain this activity continuously for the whole six months. You would have accumulated 3640 pebbles, which is about critical mass. Not only would you have twice as many pebbles, but it would have been less effort per day (if you only include the days where effort has been made) and also because you had maintained it (a good learning habit) for six months, there would be every chance that you would go on doing it into the future.

Final point is that in language learning, what you require is 'understandable input'. If you cannot make sense of what you are hearing, you cannot hope to remember it or reproduce it appropriately. That means frequent use of a dictionary and an active attempt to isolate the words you are hearing and their meanings. As on average it takes hearing a word 5 or 6 times to really remember it and produce it, you really don't have to worry about remembering it the first time you hear it. Let your brain do the work. Some words you will just remember after hearing only once, strangely enough. Words that seemed strange and hard to remember will eventually sink in if you are constantly exposed to hearing L2. So, by far the most effective strategy is persistent but measured study. Slow but sure. Good luck in your learning.

Answer 2

One's attitude towards learning the language can play a significant role in second language acquisition, as a positive attitude can lead to increased motivation and effort. However, while attitude can impact language learning success, it is not necessarily the sole determining factor. IQ levels can also have an influence on language learning, as individuals with higher IQs may have cognitive advantages that aid in acquiring a new language, such as problem-solving skills and memory retention. Ultimately, a combination of both attitude and IQ can contribute to success in second language acquisition.