A research project studied the relationship between learning English as a second language, perceived ethnolinguistic vitality, and attitudinal and motivational factors. The study is an attempt to verify empirically for Hong Kong students results of previous research on the relationship between second language learning and sociocultural and psychological factors. The subjects were 195 bilingual elementary school students from 5 Hong Kong schools, who completed an ethnolinguistic questionnaire and an attitude and motivation battery. Their English language proficiency was measured by a previously-administered standardized test. Analysis of the results supported the hypothesized model, which linked sociocultural variables (group status, demography, and institutional support) and psychological variables (ethnic attitudes, language attitudes, interest in foreign languages, integrativeness, instrumentality, and ethnocentrism) with second language achievement. A demographic profile of Hong Kong, the ethnolinguistic and motivational measurement instruments, and a five-page bibliography are appended. (MSE)