The Cambridge Introduction to Applied Linguistics

While learning is by definition a cognitive process, the experience of learning involves additional dimensions. As pointed out by Kramsch (2009), this is especially true for learning an additional language (Lx1): “The language-learning experience is likely to engage learners cognitively, emotionally, morally, and aesthetically” (p. 43). This chapter focuses on the emotional dimension of Lx learning in a classroom setting. Like others in the field of Second Language Acquisition (SLA), I will use the term “affect” to refer to this emotional dimension; in other words, “aspects of emotion, feeling, mood or attitude which condition behaviour” (Arnold & Brown, 1999, p. 1). Because of its potential impact on cognition, engagement, and other learner behaviors, affect plays a key role in Lx learning success. Moreover, it makes the difference between a positive and a negative learning experience and that alone warrants the attention of researchers and educators alike.