Field independence, empathy, perceived social distance, and self-esteem are being examined in this on-going investigation of the characteristics of a good language learner. The results of various measures of these four variables are being correlated with language proficiency tests and teacher and self-evaluations. It is suggested that conflicting indications to date of the impact of field dependence on language learning may be cleared up by examining its impact on classroom learning and on natural language acquisition separately. To date, empathy has not been proven to have an effect on a language learner's success, although conventional wisdom suggests that it does. Learner-perceived social distance between himself and his countrymen, himself and Americans in general, and his countrymen and Americans in general is being studied. Preliminary results of this research indicate a positive correlation between global self-esteem and the learner's oral production performance. The validity of standardized language proficiency tests as measures of communicative ability is questioned. The need for new personality measurement devices not based on North American culture is pointed out. The necessity of gathering empirical evidence to support theories of the effects of affective variables on successful second language learning is emphasized. (PMJ)