Affective and Ability Factors in Second‐language Acquisition

Although past research studies have failed to yield consistently positive correlations between motivation and achievement in second‐language classes, teacher experience clearly indicates that student attitudes and opinions do have a decided effect on learning. The question confronting both teachers and researchers is what student affective characteristics influence learning and what influence each has. The purpose of this study was to examine the effect of three affective student characteristics, in comparison with selected student ability characteristics, on course grade in elementary language courses. In this study there were as many positive correlations between the affective characteristics and course grade as there were between ability factors and course grade. The implication was that affective characteristics have at least as much influence on learning as do ability factors.