The Interplay of Emotion, Cognition, and Learning in the Language Classroom

Authors

Aleidine J. Moeller, University of Nebraska-LincolnFollow

Document Type

Article

Date of this Version

3-13-2021

Citation

In One Vision— Multiple Perspectives: Central States Conference on the Teaching of Foreign Languages Report 2021, Pamela M. Wesely, Editor. 2021 Report of the Central States Conference on the Teaching of Foreign Languages, pp 1-16.

Comments

© 2021 Central States Conference on the Teaching of Foreign Languages

Abstract

Challenge Statement Emotions are inextricably linked to our actions, behaviors, and dispositions. To promote deeper learning, emotion and cognition must be in sync to maximize learning. How can we connect our learners’ emotions in ways that fully capitalize on the interplay with cognition and engages them in the language learning process?

Abstract This article seeks to broaden the discourse on world language teaching to take a more holistic view of learning and teaching that supports and promotes the integration of feeling and thinking. A summary of the research on the role of emotions in learning is documented and classroom examples are provided that demonstrate ways to integrate emotional learning designed to optimize language learning. When positive emotions are activated, learners allocate more cognitive effort to the learning tasks and display a greater sense of efficacy. By creating a positive, caring classroom climate filled with meaningful and challenging learning tasks, learners can experience a sense of joy of learning.