Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning

• Published in: Studies in second language learning and teaching Vol. 5; no. 3; pp. 371 - 393
• Main Author: Oxford, Rebecca L.
• Format: Journal Article
• Language: English
• Published: Kalisz Adam Mickiewicz University Faculty of Pedagogy and Fine Arts 2015; Adam Mickiewicz University Department of English Studies; Adam Mickiewicz University in Poznań
• Subjects: Anxiety; Constructivism (Learning); Cultural Differences; Cultural factors; Cultural Influences; Emotional Intelligence; Emotional Response; Emotions; Language; language learning; Modeling (Psychology); positive psychological, social, and existential theories of emotion; Psychology; Psychotherapy; Resilience (Psychology); Resistance (Psychology); Role; Second Language Learning; Self Control; Social construction; Social Psychology
• ISSN: 2083-5205; 2084-1965
• DOI: 10.14746/ssllt.2015.5.3.2

Emotion is crucial to living and learning. The powerful intertwining of emotion and cognition ignites learning within a complex dynamic system, which, as several sections of this paper show, also includes societal and cultural influences. As “the primary human motive” (MacIntyre, 2002a, p. 61), emotion operates as an amplifier, which provides energetic intensity to all human behavior, including language learning. This chapter explains major theories of emotion drawn from positive psychology, social psychology, social constructivism, social constructionism, and existential psychotherapy. It also offers implications for language learning related to understanding and managing emotions; expressing emotions appropriately despite cultural and linguistic differences; viewing emotions as transitory social roles; enhancing positive emotions and developing resilience; and recognizing, perhaps paradoxically, both the negative and the positive aspects of anxiety. The chapter concludes with the statement that language learners can become more agentic in dealing with their emotions. This form of self-regulation can lead to greater success in language learning.