Abstract
Two experiments examined best predictors of success in foreign language courses as measured by foreign language grades. Experiment 1 involved a coeducation al population of 100 9th-grade students in a public scholl. Best predictors in the 2 experiments were 8th-grade English grade and foreign language aptitude. Spelling was a significant predictor in Experiment 1 only. Principal components analyses of the test battery showed 3 similar components: Phonology-Orthography, Meaning, and Foreign Language Aptitude-Metalinguistic. Regression analyses indicated that the 3 components contributed approximately 60% of the variance in foreign language grades. Findings are discussed in light of research on native language learning and its relationship to learning a foreign language.
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