Abstract
FOREIGN LANGUAGE (FL) EDUCATORS have been puzzled by the problems many of their students have mastering a FL in the classroom.' A number of hypotheses have been generated to account for these at-risk students, including explanations involving lack of motivation (18; 19), high levels of anxiety (27; 28), inefficient language learning strategies (40), and learning style differences (41). Recently, a new competing theory has been introduced into the FL literature, revived and extended from theories and research on at-risk FL learners in
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