This paper examines the role of selected affective, cognitive and social factors in second language acquisition, in an attempt to define a group of factors associated with success in second language learning within the formal educational system. Also examined is the effect of different teaching programs on an optimal group of factors. (CLK)

Presents listening comprehension strategies used by students learning French. Through interviews, students described their conscious use of strategies in different contexts. All evidenced a familiarity with metacognitive, cognitive, and socioaffective techniques. (50 references) (Author/CK)