Student affective reactions and the teaching and learning of foreign languages

Abstract

This chapter argues for the recognition of the importance of student affective reactions in discussions of second language learning and teaching. It is argued that language learning is a particularly intense and ego-involving undertaking which requires a positive emotional stance on the part of the learner. The chapter reviews literature on how affective reactions — particularly motivation for language learning, foreign language anxiety, and student beliefs about language learning — impact on the language learning process and makes suggestions as to how teachers can promote positive affective characteristics. As affective variables represent the learner's willingness to engage in the activities necessary to develop second language proficiency, it is essential that teachers make the emotional needs of their students an instructional priority.