motivation played no role because of political ill-feelings. Sixty Mexican-American females were surveyed in New Mexico, all from low-income families. The subjects who were more proficient in English (a Cloze test was used) tended to rate Americans lower on certain personality traits that are valued by the subjects (religious, sensitive, shy, considerate). Oller et al. suggest that these people "fell the oppressive weight of having been absorbed into a powerful political system in which they have traditionally had little power of choice" (p. 182)

Below we review personality factors in relation to prediction no. 3, beginning with those factors relating to self-confidence. Recall that these factors are predicted to be strongest in intake-rich situations, and will emerge most clearly in Monitor-free tests, but will be present to at least some extent when subconscious acquisition is involved.

Anxiety. There appears to be a consistent relationship between various forms of anxiety and language proficiency in all situations, formal and informal. Anxiety level may thus be a very potent influence on the affective filter. These studies have shown a relationship between low anxiety and language acquisition: Carroll (1963) noted a small negative correlation (r = -0.20, n = 68) between test anxiety and accomplishment in intensive foreign language courses. Gardner, Smythe, Clement, and Gliksman (1976) reported that classroom anxiety correlated with speech skills as well as grades in French as a foreign language in grades 7 to 11 in Canada. There was a trend for low anxiety to be more closely related to speech (Monitor-free) test than to grades. Naimon, Fröhlich, Stern, and Todesco (1978) found that for their subjects (French students in grades 8 to 12 in Toronto) classroom anxiety, a high fear of rejection and similar feelings may be related to failure. Also, a composite variable consisting of certainty in hand-raising, reaction to being called on without hand-raising, and embarrassment in speaking French, called "overall classroom personality" related to achievement on an imitation test ( r = 0.361, p < 0.01) as well as listening comprehension (r = 0.380, p < 0.01). Wittenborn, Larsen, and Vigil (1945; reported in Pimsleur, Mosberg, and Morrison, 1962) studied college French and Spanish students, and found that low and high achievers may be distinguished by level of anxiety as well as a degree of self-confidence. Dunkel (1947; also cited

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