This is a presentation of the results of a factor analysis of a battery of tests intended to measure listening and reading comprehension in English as a second language. The analysis sought to answer the following questions: (1) whether the factor analysis method yields results when applied to tests which are not specifically designed for this type of analysis; and (2) whether it is possible to isolate a specific listening comprehension factor, as well as two factors corresponding to the syntax-lexicon dichotomy. Tests designed by the Centre de Recherches et d'Applications Pedagogiques en Langues for the classification of engineering students with at least four years of English were used in the analysis. The tests consisted of 8 reading comprehension and 5 listening comprehension tests. Fifty sample tests were chosen for analysis. Conclusions include the following: (1) it is possible to carry out a factor analysis on tests not specifically designed for this type of analysis; and (2) it is possible to isolate a listening comprehension factor as well as a syntactical and a lexical one. Appendices contain samples of the tests used in this analysis. (AM)