The affective experiences of language learners in an English second language classroom : an analysis

Abstract

Research indicates that an affective component is always involved in Second Language Learning. Because humans are such complex beings, it is neither possible to identify the exact feelings and thoughts which play a major role nor to determine to which extent Second Language Learning is affected. Literature dealing with the role played by affective factors in learning, and specifically in SLL, is reviewed in order to establish which factors play a prominent role. Student diaries are used as a tool to determine how adolescent learners think and feel about studying English Second Language i.e to identify affective factors which play a major role. The diary entries are then analysed according to a certain framework. The results of the study seem to indicate that certain affective factors play a very prominent role in SLL. These factors can be classified in three main categories: motivation, attitude and anxiety. Both learning and teaching can only truly be successful if attention is given to the role played by students' feelings and thoughts. Furthermore, the study seems to prove that student diaries are very useful in the classroom. They allow for self-evaluation, improvement and growth on the students' side and allow the teacher to look into the "souls" of his pupils, becoming more sensitive to their needs and gaining insight on the incredible diversity of students in one classroom.