This highly technical and quantitatively-based study aims to investigate the strategy-affect interaction. The language learning strategies of the subjects were examined to find out the range and frequency of strategy use. The findings served as the basis for investigating the interactions with four affective learner factors: anxiety, self-concept, attributions, and motivation. The profile of the learner who uses strategies frequently is characterized by high motivation for learning English and by attributing success in learning to both effort and task enjoyment. Language learning strategy use was shown to be associated with all four affective learner factors. (Contains 5 charts, 13 tables, and 40 references.) (KFT)