The smart, the motivated and the self-confident: The role of language aptitude, cognition, and affective variables in early instructed foreign language learning

We investigated the underlying structure of language-related, cognitive, and affective variables assessed in a test battery. First, we conducted an exploratory factor analysis (EFA) with data from LAPS I (174 learners of L2 French, mean age 11.1). Second, we conducted a confirmatory factor analysis (CFA) with data from LAPS~II (615 learners of L2 English, mean age 10.5). EFA with LAPS I data yielded an optimal solution with three dimensions: (1) General cognitive abilities and language aptitude (Cognition/Aptitude Factor); (2) extrinsic motivation, dedication, parental and teacher encouragement (Extrinsic Factor); (3) intrinsic motivation, foreign language anxiety, and L2 self-concept (L2 Academic Emotion Factor). The CFA with sample LAPS II validated the EFA factor structure. The findings provide robust evidence for a cognitive dimension involving language aptitude, IQ, working memory, field independence and language of instruction, even when context and L2 differ. A regression analysis was carried out with the 3 factors as predictors and L2 pro- ficiency as the dependent variable. It reveals that Factor 1 (Cognition/Aptitude) and Factor 3 (L2 Academic Emotion) are positively associated with L2 proficiency. When the two other factors are controlled for, a negative effect of the Extrinsic Factor on L2 proficiency is observed in the data