Recent research on affective variables and classroom second language learning suggests that: (1) affective variables are context-sensitive in at least two ways; (2) attitudes are contagious, and the general attitude of students can be influenced from various directions; (3) research in pragmatics, discourse analysis, and communicative functions related to dealing with emotion, will provide a better understanding of the language of expressing emotions and attitudes in this and other cultures and languages; and (4) any expression of affect is a symbolic, cognitive activity. Attitude, motivation, and affect must be seen as important components of one's theory of second language acquisition and pedagogy, but should not be treated as conceptually preceding or relatively independent of cognition and cognitive-behavioral outcomes. The affective domain should be seen as subsumed within a more cognition-centered psychological theory and the communicative curriculum. (MSE)