(1977), after interviewing teachers as to their views of good and bad language learners, reported that teachers felt that poor learners in the classroom lacked "self-confidence".

Outgoing personality. Outgoing personality may also fit the requirements of prediction no. 3 to some extent. Chastain (1975) reported that performance in foreign language at the college level was related to scores on the Marlowe-Crowne Scale of reserved versus outgoing personality, with outgoing students tending to get higher grades. Pritchard (1952; cited in Pimsleur et al., 1962) observed the playground behavior of thirty-two grammar school boys and found "a correlation of 0.72 between his measure of 'sociability' and the capacity to speak fluently in French" (Pimsleur et al., p. 168). Wesche (1977), studying thirty-seven Canadian civil servants in an intensive French course, found a correlation between "role playing" and proficiency in listening comprehension and speaking skills (r = 0.60). "Role-playing" referred to the willingness of the student to take the part of a character in a dialogue or role-playing situation, "with speech characterized by prosodic expressions of feeling appropriate to the context and by accompanying gestures and facial expressions" (p. 359). This could reflect extroversion, self-confidence, and/or satisfaction with the learning situation, as well as general anxiety level.

Naimon, Fröhlich, Stern, and Todesco (1978) did not find a relationship between proficiency and introversion/extroversion, as measured by the Maudsley Personality Inventory. Naimon et al. doubted the validity of this measure in relation to the classroom situation, however: "Often, students who had reported that they were shy and embarrassed, and that they were afraid to speak out in class and were afraid of people laughing at them, and similarly, whom the investigators regarded as being introverted on the basis of classroom observation, scored no differently on many occasions on the Extroversion scale than did students who reported being 'extroverted' and acted accordingly" (p. 261).

Empathy. The evidence here is not overwhelming. Naimon, Fröhlich, Stern, and Todesco (1978) used Hogan's measure of empathy, but found no significant relationship with either listening comprehension or imitation (r = 0.025 and 0.008) for their students of French as a second language in Toronto high schools. Guiora and his

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