The social‐psychological theory of second‐language (L2) learning proposed by R. C. Gardner (Gardner&Lambert, 1959; Gardner, 1979; Gardner, 1982; Gardner, 1983) has been one of the most long‐standing theories of L2 learning. For the past 25 years, it has generated a substantial number of studies in various parts of the world. Interestingly enough, a comprehensive and detailed evaluation of the theory has not been forthcoming1. This paper attempts to do just that. It begins with an overview of Gardner's theory. The theory is then analyzed into five major propositions, each of which will be evaluated in the light of relevant studies. Recent developments will then be disc