Some affective/emotional factors in the foreign language learning situation that tend to hinder the learner in learning the target language are analyzed. Beginning with an explanation of theory concerning the "affective filter" and learning, the discussion proceeds to research findings on self-concept and their relationship to the affective filter and to learning difficulties. General, academic, and target language-specific self concept are all examined. These concepts are then presented in the form of a model of second language learner motivation. A brief bibliography is included. (MSE)