The role of the affective domain in the learning of english as a foreign language
Abstract
“Learning a foreign language is a multi-dimensional, complex process where an interplay of factors ultimately determines learners´degree of achievement (Ellis 1994, 1997, Brown 1994, Larsen-Freeman & Long 1991). Among these, there is a traditional distinction between external and internal factors according to the learner perspective (Ellis 1994). Thus, external factors include input and instruction, whereas internal factors refer to individual learner characteristics such as age, gender, motivation, aptitude, learning strategies, learning styles, and personality. (Brown 1994, Cohen 1998, Ellis 1994). Such factors have been strongly emphasized in areas such as linguistics, sociology, teaching and psychology (Brown 1994 & Ellis 1994). Learning a foreign language is a multi-dimensional, complex process where an interplay of factors ultimately determines learners´ degree of achievement (Ellis 1994, 1997, Brown 1994, Larsen-Freeman & Long 1991). Among these, there is a traditional distinction between external and internal factors according to the learner perspective (Ellis 1994). Thus, external factors include input and instruction, whereas internal factors refer to individual learner characteristics such as age, gender, motivation, aptitude, learning strategies, learning styles, and personality. (Brown 1994, Cohen 1998, Ellis 1994). Such factors have been strongly emphasized in areas such as linguistics, sociology, teaching and psychology (Brown 1994 & Ellis 1994)”.