MacIntyre (1995, p. 90) takes the position that language anxiety plays a significant causal role in creating individual differences in foreign language (FL) learning. He suggests that our Linguistic Coding Differences Hypothesis (LCDH), which posits that language aptitude is the primary source of individual differences in FL achievement, reduces affective variables to a position “devoid of explanatory power.” Our response defends our position that language aptitude is likely to account for the largest part of the variance in FL learning. We also describe ways in which affective variables can influence FL learning, although the instances in which they play a causal role is likely to be small. We also suggest that both methodological and conceptual difficulties exist with theories that attribute affective and social context variables in FL learning to causal factors. We then propose ways in which MacIntyre and others could counter our argument and posit that a “Strong Inference” approach to research on the variables affecting FL learning would be beneficial to the FL field.
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