A unique anxiety for foreign language (L2) learning has been hypothesized to explain students' problems with language learning. However, L2 anxiety instruments have been challenged on the grounds that they reflect students' language learning ability and/or perceptions of their language learning skills. In this study, 266 U.S. high school students…

A factor analysis of a test battery that included early first-language (L1) achievement, L1 cognitive ability, second-language (L2) aptitude, and L2 affective measures to predict oral and written L2 proficiency was conducted. The analysis yielded 4 factors that were labeled Language Analysis, composed of L1 and L2 language comprehension, grammar,…

This article responds to MacIntyre's (1995) critique of the Linguistic Coding Differences Hypothesis (LCDH), which posits that language aptitude is the primary source of individual differences in foreign language (FL) achievement. It defends the LCDH and suggests that difficulties exist with theories that attribute affective and social context…

This article responds to Sparks and Ganschow's (1995) defense of their Linguistic Coding Differences Hypothesis (LCDH), arguing that the LCDH ignores the context in which language learning occurs. It asserts that LCDH is so focused on the learning of the sound system of language that it ignores affective variables. (22 references) (MDM)

The native oral and written language and foreign language aptitude of students with different levels of anxiety were examined using the Foreign Language Classroom Anxiety Scale. One finding was that "language variables" discriminate high- from low-anxiety students despite similarities in cognitive ability and overall academic achievement…

Examines the relationship between anxiety and native-language skill and foreign-language aptitude measures among high school foreign-language learners using the Foreign Language Classroom Anxiety Scale (FLCAS). Findings suggest that skill in one's native language may affect aptitude for learning a foreign language and that the FLCAS may provide an…

Investigates numerous individual difference measures to determine their underlying dimensions, to contrast their predictive validities and to evaluate their contributions in a causal model of second language acquisition. Findings indicate that substantial links exist among affective measures and achievement. (56 references) (Author/CK)