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Journal

2019 | 52/1 | 11-14

Article title

THE IMPORTANCE OF AFFECT IN LANGUAGE LEARNING

Authors

Content

Title variants

Languages of publication

EN

Abstracts

EN
As language teachers, we have to pay attention to many things in our work but cognitive aspects of foreign or second language learning cannot provide all the information we need. If we also give attention to the affective domain, this can make our teaching more effective. In this article we will be considering some of the affective factors and exploring how they influence the process of language learning. Special emphasis will be placed on implications for teachers in the classroom.

Journal

Year

Issue

Pages

11-14

Physical description

Dates

published
2019-03-31

Contributors

author
  • University of Seville

References

  • Arnold J. (2011), Attention to affect in language learning (in) “Anglistik. International Journal of English Studies”, No 22/1, pp. 11-22.
  • Council of Europe. (2001), Common European Framework of Reference for Languages: Learning, Teaching, Assessment. doi: https://rm.coe.int/16802fc1bf
  • Ellis K. (2004), The impact of perceived teacher confirmation on receiver apprehension, motivation and learning (in) “Communication Education”, No 55/1, pp. 1-20.
  • Jensen E. (1998), Teaching with the brain in mind. Arlington, VA: ASCD.
  • León I. (2005), La confirmación del profesor de inglés percibida por el alumnado en educación secundaria. Unpublished MA thesis: Univer-sidad de Sevilla, Seville.
  • North B., Piccardo E. (2016), Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference (CEFR). A Council of Europe project (in) “Language Teaching”, No 49/3, pp. 455-459.
  • Palmer P. (1998), The courage to teach. San Francisco: Jossey-Bass Publish-ers.
  • Stern H. H. (1983), Fundamental concepts of language teaching. Oxford: Oxford University Press.
  • Stevick E. W. (1980), Language teaching: A way and ways. Rowley, MA: Newbury House.
  • Rodríguez J., Plax T., Kearney P. (1996), Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: affective learning as the central causal mediator (in) “Communication Education”, No 45, pp. 294-305.
  • Underhill A. (1999), Facilitation in language teaching (in) Arnold J. (ed.), Affect in Language Learning. Cambridge: Cambridge University Press

Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.desklight-8ffa459f-a1ca-42d4-98bf-7275b89c0743
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