Abstract
Along with the development of humanistic psychology, the affective factors in education are gaining more and more importance. The paper introduces three major affective factors in second language acquisition, which are self-esteem, motivation and anxiety. With the expectation to play the positive role of affective factors in second language acquisition and diminish its negative influences on education, and exert the intuitive subjectivity to study, this paper analyses its application on teaching from the perspective of teachers, as well as its implication on studying from the students’ perspective.
Highlights
With the expectation to play the positive role of affective factors in second language acquisition and diminish its negative influences on education, and exert the intuitive subjectivity to study, this paper analyses its application on teaching from the perspective of teachers, as well as its implication on studying from the students’ perspective
Second language learners have been influenced by numerous factors while studying the second language, like age, society, environment and so on, among which, affective factors are of great significance
As for the learners’ individual factors, it consists of self-esteem, inhibition, anxiety, personality, motivation, attitude, and so on
Summary
Second language learners have been influenced by numerous factors while studying the second language, like age, society, environment and so on, among which, affective factors are of great significance. The budding field of affective factors eagerly made connections between psychological personality constructs and second language acquisition (SLA), and offered fruitful implications and applications to classroom teaching methodology Affective factors include the learners’ individual factors, the affect between the learners and that between the learners and the teachers. As for the learners’ individual factors, it consists of self-esteem, inhibition, anxiety, personality, motivation, attitude, and so on. It is undoubted that the learners are limited by these complex psychological factors. Along with the development of humanistic psychology, the affective factors in education are gaining more and more importance
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