People with High IQ’s are Good Language Learners?

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Intelligence quotient (IQ) is a measure of a person's cognitive abilities, which is often correlated with academic achievement and language learning. However, it is important to note that a high IQ does not necessarily guarantee success in language learning. As mentioned in the statement, Francois Gouin, a smart person, failed to use German in real conversation despite his attempts to learn the language. This indicates that IQ alone is not sufficient to become a successful language learner.

In addition, research has shown that other factors such as motivation, attitude, learning strategies, and exposure to the language play a crucial role in language learning. Inozu (2011) emphasized that a high IQ is not a requirement for being a good language learner. Instead, a good language learner is someone who is motivated, has a positive attitude towards learning, uses effective learning strategies, and is exposed to the language in meaningful ways.

Becoming a good language learner involves utilizing a variety of effective learning strategies. It is not just about having a high IQ, but rather about actively practicing and utilizing strategies that work best for the individual. Research has shown that a good language learner is someone who actively seeks clarification, verification, and meaning, as well as asks questions, makes inferences, and uses deduction (Ellis & Sinclair, 1989; Naiman et al., 1978; O'Malley et al., 1985; Oxford, 1990; Rubin, 1987; Stern, 1980; Rees-Miller, 1993).

In other words, a good language learner tends to be an active participant in the learning process, rather than a passive one. This means that they explore different strategies and techniques that work best for them and actively engage with the language in order to develop their skills. Ultimately, becoming a successful language learner requires a combination of factors, including cognitive abilities, motivation, attitude, learning strategies, and exposure to the language.


Inozu, J. (2011). Beliefs about foreign language learning among students training to teach English as a foreign language. Social Behavior and Personality: An International Journal, 39(5), 645–653.

Rees-Miller, J. (1993). A critical appraisal of learner training: Theoretical bases and teaching implications. TESOL Quarterly, 27(4), 679–689.

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