EMOTIONS IN LEARNING ENGLISH

 Thesis sta

Good and bad experiences, the impact of emotions, ……………., are important in learning
English because students will determine whether accomplish all their goals ??? jajaja

INTRODUCCION:

- HABLAR UN POCO DE LAS EMOCIONES, COMO ESTAN PREENTES EN EL

APRENDISAJE EN GENERAL .. en distintos campos, psicología, etc

- HABLAR de emociones en la educación, algo general

- FINALMENTE LAS EMOCIONES EN APRENDISAJE DEL INGLES

particularly in foreign language learning, (Pishghadam, Zabetipou, & Aminzadeh, 2016)

Emotions are involving in the process when somebody acquired a new language; even though, they
were not being approached in the field (Méndez 2011) and a priority in research in all this years
(Dewaele, 2005). The main English skills such us Reading, writing, listening, and speaking not
have the real importance should have, because they are influencing emotions in English learners.
(Pishghadam, Zabetipou, & Aminzadeh, 2016).

It is significant that teachers take in count students’ emotions because they usually breaking down
the real value in learning English as students’ purpose. Students present a variety of learning
intentions, and teachers could pay more attention in these purposes (Immordino‐Yang., & Damasio,
2007).And understanding these emotions, teachers could use them in favour to students and take
them in advance to enhance their academic performance. (Méndez 2011)

Agreed with a study over 308 students about how learners are affected by language skills, shows
that in listening skills students had felt wrath, embarrassment over speaking and listening,
loftiness and delight over speaking, tedium and hope over writing and listening, and finally over all
English habilities the anxiety (Pishghadam, et. al., 2016). Besides, learners´s potencial can be
damage by fear or anger meanly, and create demotivation in the process (Méndez 2011)
Emotions in language learning, can be classified in positive or negative but there is another way to
do it (Benesch, 2013). 

 Successful language For instance motivation, it look like positive (Méndez 2011)

 Spoilet learning: anxiety, irritation, disappointment, frustration, and so on

Whether pupils notice the experience of doing a task is a pleasure even if is difficult, in the
future they will have the insight to try activities that have not done. (Méndez 2011)

Practice:

Enhance learners’ self-esteem and promote empathy can contribute to reenergising students’
motivational
energy and facilitating language learning. (Méndez 2011)

Although there is a range of sources for emotional reactions, the five main sources of students’
emotions are: their insecurity about their speaking ability, the teachers’ attitudes, comparisons with
peers, the classroom atmosphere, and the type of learning activities.The two main aspects identified
as impacting on students’ motivation are: the teachers’ attitudes, and the classroom climate.
FALTA PARAFRASEAR (Méndez 2011).

 Benesch, S. (2013). Considering emotions in critical English language teaching: Theories

and praxis. Routledge. Retrieved from https://books.google.com.pe/books?
hl=es&lr=&id=0XrFBQAAQBAJ&oi=fnd&pg=PT7&dq=emotions+
%2Blearning+English&ots=pLag8ZOxqp&sig=d43pNz6NYEbR3ttGb-
StN5O4T64&redir_esc=y#v=onepage&q=emotions%20%2Blearning%20English&f=false
 DEWAELE, J. M. (2005). Investigating the psychological and emotional dimensions in
instructed language learning: Obstacles and possibilities. The Modern Language
Journal, 89(3), 367-380. Retrieved from
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1540-4781.2005.00311.x
 Immordino‐Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The
relevance of affective and social neuroscience to education. Mind, brain, and
education, 1(1), 3-10. Retrieved from https://doi.org/10.1111/j.1751-228X.2007.00004.x

 Méndez López, M. G. (2011). The motivational properties of emotions in foreign language

learning. Colombian Applied Linguistics Journal, 13(2), 43-58.
https://d1wqtxts1xzle7.cloudfront.net/39063122/The_motivational_properties_of_emotions
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 Pishghadam, R., Zabetipour, M., & Aminzadeh, A. (2016). Examining emotions in English
language learning classes: A case of EFL emotions. Issues in Educational Research, 26(3),
508. Retrieved from
https://search.informit.com.au/documentSummary;dn=509386612482268;res=IELAPA