Affect in Language Learning在语言学习的影响.DOCVIP

Affect in Language Learning Lector universitar doctor Teodora POPESCU Universitatea ? 1 Decembrie 1918 ? Alba Iulia This paper presents the issue of affect and its role in language learning. Different affective factors will be taken into consideration, as well as their relevance to the process of learning English: motivation, attitudes and beliefs, anxiety, learning styles and the learning environment. Introduction Recent research in psychology has underlined the importance of emotionality in the individual’s life, demonstrating a close relationship between success in life and non-cognitive aspects of human intelligence, such as affective, personal and social factors. The concept of emotional intelligence has emerged, by which we understand an ability, capacity, or skill to perceive, assess, and manage the emotions of ones self, of others, and of groups. Among different models that have been suggested, we would like to mention Goleman’s theory, according to which emotional intelligence may be divided into five competencies, i.e.: The ability to identify and name ones emotional states and to understand the link between emotions, thought and action. (self-awareness) The capacity to manage ones emotional states — to control emotions or to shift undesirable emotional states to more adequate ones. (self-control) The ability to enter into emotional states (at will) associated with a drive to achieve and be successful. (motivation) The capacity to read, be sensitive to, and influence other peoples emotions. (empathy) The ability to enter and sustain satisfactory interpersonal relationships. (social skills) (Goleman, 1995) This research has also been seminal in the field of language learning, and Stern’s assertion that “the affective component contributes at least as much and often more to language learning than the cognitive skills” (Stern, 1983: 386) is supported by a series of recent cross-disciplinary research revealing that affective variables have significa