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Noting that transfer and motivation are mutually supportive in creating an optimal learning environment, this Digest discusses transfer (the application of prior knowledge to new learning situations) and motivation (the impetus to create and sustain intentions and goal-seeking acts) in relation to language learning. It discusses the relationship between transfer and motivation, the nature of transfer, and the nature of motivation. The Digest concludes with instructional strategies to enhance student motivation and learning transfer in language learning. (Contains 20 references.) (RS)

Noting that transfer and motivation are mutually supportive in creating an optimal learning environment, this Digest discusses transfer (the application of prior knowledge to new learning situations) and motivation (the impetus to create and sustain intentions and goal-seeking acts) in relation to language learning. It discusses the relationship between transfer and motivation, the nature of transfer, and the nature of motivation. The Digest concludes with instructional strategies to enhance student motivation and learning transfer in language learning. (Contains 20 references.) (RS)

Noting that transfer and motivation are mutually supportive in creating an optimal learning environment, this Digest discusses transfer (the application of prior knowledge to new learning situations) and motivation (the impetus to create and sustain intentions and goal-seeking acts) in relation to language learning. It discusses the relationship between transfer and motivation, the nature of transfer, and the nature of motivation. The Digest concludes with instructional strategies to enhance student motivation and learning transfer in language learning. (Contains 20 references.) (RS)

Noting that transfer and motivation are mutually supportive in creating an optimal learning environment, this Digest discusses transfer (the application of prior knowledge to new learning situations) and motivation (the impetus to create and sustain intentions and goal-seeking acts) in relation to language learning. It discusses the relationship between transfer and motivation, the nature of transfer, and the nature of motivation. The Digest concludes with instructional strategies to enhance student motivation and learning transfer in language learning. (Contains 20 references.) (RS)

A study investigated the language transfer hypothesis in the specific area of second-language spelling. Data collected from 84 secondary school students learning Spanish as a second language show that in general, performance in English spelling is the best predictor of performance in Spanish spelling. Other variables included performance on a cognate test, learning strategies, sex, and grade. When good and poor spellers were separated, the data indicated that good spellers favored visual and/or context-related strategies to spell in both Spanish and English. In contrast, poor spellers favored a decoding strategy. Results also indicate that transfer of spelling strategies occurs between the students' first and second languages. It is suggested that the study opens new issues for exploration, such as how to facilitate transfer of skills from first to second language in good spellers while enhancing the use of alternative skills in poor spellers. An 11-item bibliography is included. (Author/MSE)

Pedagogical implications of transfer of training theory and of an assumed universal grammar, as related to second language learning processes, are reviewed in this article. In recent years, the concept of a universal grammar has lost its credibility. The author urges, however, that grammar be conceived as a process or method of generating or transferring, rather than as a classification of items. He proposes that the relationship between knowledge of native grammar and success in foreign language learning will then become clear and that the fundamental unity of all the language arts will be reestablished. (RL)