Abstract
The current research was undertaken to assess the role of intelligence, as measured by standardized, group I.Q. tests, in the acquisition of a second language. Anglophone students from three different grade levels (4, 7 and 11) in each of two types of second language programs were evaluated on a battery of French language tests, including tests of reading, language usage, listening comprehension and interpersonal communication. The students were enrolled in regular French‐as‐a‐second language courses and in French immersion courses where French is used as a medium of course instruction during all or part of the school day. A sample of average, below average and above average students was selected to represent each program at each grade level. The test results indicated that performance on the reading and language usage tests correlated with IQ level. On the other hand, performance on the tests of listening comprehension and interpersonal communication skills did not correlate with IQ level. This was true for students at all grade levels in both types of language programs. The results are discussed in terms of first language acquisition.
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