MÓNICA MARCOS-LLINÁS

Universidad Illes Balears

Affective variables in the language class

Psicolingüística / Psicolinguistics

For many students, learning a foreign language can either be an enriching or a threatening experience. According to current research, one reason for this difference is the effect of affect in the language acquisition process. While some learners are highly motivated to learn and thus, they succeed, others may be motivated but also influenced by high-levels of anxiety. Over the last ten years, there has been an increasing interest in understanding and investigating the affective dimension of language learning and teaching. For years, cognition was the center of attention while emotions were subordinated to cognition.

The main focus of this paper is to discuss the role of affective variables in the language classroom. The main affective variables (language anxiety, motivation, and attitude) will be defined and explained in detail according to the literature review. Insights from an on-going research project will be shared. Discussion will also focus on different assessment instruments teachers can use to enhance language learning. Learning a second-/foreign language (L2/FL) does not only imply learning how to talk, read, listen to, and write in the L2/FL but also how to best find one’s own voice in the target language. Afterall, communication is the main purpose for language learning. This presentation will provide pedagogical implications as well. Participants are expected to share their own learning/teaching experiences with regard to affective variables.




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