By Mansour Ahmed:
In school, Arabic, namely Arabic grammar, which constitutes a chronic headache for most students of Arabic, was my favorite subject. I especially looked forward to sentence parsing and assigning the proper cases and diacritical marks to lexical items. In grade 7, I started learning English. Surprisingly, I enjoyed it just as much, English grammar in particular. Motivated by some German friends, I once decided to learn German all by myself. In three months, I learned so much. My pronunciation was almost native-like, according to them. A few years ago, I decided to add French to the list. Initially, my knack did not fail me (but it began to falter, see below for whys). Perhaps, this is genetically determined because my kids do outstandingly well in languages (Arabic, English, and French) in school. Hence, it may be possible to say that some people have a knack for languages while others don’t. Besides this special gift for languages, which to date has not been fully accounted for and understood by SLA researchers (to the best of my knowledge), it is argued that how well and how fast a second language can be acquired depends on a number of factors/variables, such as motivation, L2 instruction, and attitudes (among others). I will endeavour to tersely illustrate the role of attitudes in L2 acquisition (NB: the attitudes I am talking about here is slightly different from those in VH chapter).