Relative Importance of Learning Variables on L2 Performance
In this article, the results of a pilot study investigating the relative
importance of various learner variables on L2 performance are presented. The
study was conducted with the participation of forty students enrolled in a
beginning Spanish class at a large midwestern university. The CANAL‑S
test, FLCAS and SILL surveys were administered to evaluate language learning
aptitude, anxiety and learning strategy use. Demographic data and exam grades
were also recorded. The data was first analyzed within the framework of a
causal model with correlational and multiple regression analyses. A second step
involved the evaluation of the relative importance of the learner variables.
Third, the validity of the causality postulated between foreign language
anxiety and L2 performance was examined. Overall, this paper confirmed the
prevailing role played by language learning aptitude and anxiety, and demonstrated
the applicability of a multivariate model to analyze the impact of individual
differences on L2 performance.