This is a discussion on the role that cognitive and affective variables play in second language learning. The variables under consideration are: (1) intelligence; (2) language aptitude; (3) motivation; and (4) anxiety. Specifically, this report focuses on the importace of attitudinal and motivational factors in achievement. Research is reviewed which supports the contention that the attitudinal/motivational dimension, or integrative motivation, bears an important relationship to achievement in the second language as well as to behavior in the language classroom. The importance of such a motivational component seems to derive from the fact that language courses make affective demands on students because they require acquisition of material characteristic of other cultures, demands not made by other school subjects. It is suggested that educators concerned with communicative methodology consider the importance of attitudinal and motivational variables. (AM)