Investigating a causal model of second language acquisition: Where does personality fit?

The purpose of this study was to determine the role of personality variables in second language acquisition and then to integrate such variables into an adapted version of Gardner's socio-educational model which was tested using LISREL causal modeling. A total of 88 first-year university students of French were assessed on measures of language aptitude, attitudes, motivation, French achievement, self-perceptions of proficiency in French, and personality traits. The latent variables in the model included Language Aptitude, Self-Confidence with the second language, Integrativeness, Attitude towards the Learning Situation, Motivation, Situational Anxiety, and two personality constructs labelled Analytic Orientation and Seriousness. The final model is discussed in light of previous models of second language acquisition.