Emotions in Second Language Acquisition: a critical review and research agenda

2020/02/10 by Jean‐Marc Dewaele, Chengchen Li · 4 citations
Arts and Humanities · #EFL/ESL Teaching and Learning #Second Language Learning and Teaching #Language, Discourse, Communication Strategies

openalex publication_date 2020/02/10 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/16

Abstract

This paper critically examines the body of literature on emotions in second language acquisition (SLA). More specifically, the following topics are discussed: (a) the three phases of emotion research in SLA and their scope and topics, (b) the main underpinnings of emotion-related theories or assumptions in SLA, and (c) the methodological and epistemological diversity of emotion research in SLA. Finally, the article offers suggestions for further research and implications for L2 teaching and learning.

Cited by

• Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions
• Levels of foreign language enjoyment, anxiety and boredom in emergency remote teaching and in in-person classes
• Enhancing the emotional aspects of language education through generative artificial intelligence (GenAI): A qualitative investigation
• Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement?

Related

• The role of positive and negative emotions in foreign language learning: A research agenda
• Exploring Emotions in Language Teaching
• Second language anxiety: Construct, effects, and sources
• Emotions and emotion regulation in L2 classroom speaking tasks: A mixed‐methods study combining the idiodynamic and quantitative perspectives
• L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS