AFFECTIVE FACTORS AND LANGUAGE ACHIEVEMENT: THE ROLE OF EMOTIONAL STATES IN SLA

Abstract

This study explores the role of affective factors in second language acquisition (SLA), focusing on how emotional states influence language achievement. Drawing on key concepts such as motivation, anxiety, self-confidence, and emotional engagement, the paper examines how learners’ feelings shape their cognitive processes and overall performance. Particular attention is given to foreign language anxiety and its impact on participation, comprehension, and retention. The study also considers the facilitating role of positive emotions, including enjoyment and intrinsic motivation, in enhancing learners’ willingness to communicate and sustain effort. By integrating insights from psycholinguistics and educational psychology, the research highlights the dynamic interaction between affective variables and language outcomes. The findings suggest that emotionally supportive learning environments and pedagogical strategies that address learners’ affective needs can significantly improve language achievement and long-term proficiency development in diverse educational contexts.