The socioeducational model of second language acquisition postulates that language learning is a dynamic process in which affective variables influence language achievement and achievement and experiences in language learning can influence some affective variables. Five classes of variable are emphasized: integrativeness, attitudes toward the learning situation, motivation, language anxiety, and instrumental orientation. The present study of a 1-year intermediate-level French course reveals that some affective characteristics are more amenable to change than others, and that patterns of change over time are moderated by achievement in the course. Related findings demonstrate very few differences on the affective measures from one class section to another, and that day-to-day levels of state motivation are largely invariant, whereas state anxiety might be influenced by environmental events.