Research in the field of FLL has proved that the increasing rate of failures and low academic achievement is not only due to the product of the students’ inability, but it is also related to their
psychological state. Thus, FLL relies on both cognitive and affective factors. In other words, the linguistic success that students realize in learning depends a lot on such cognitive factors as age, aptitude and cognitive style. Besides these cognitive factors, we should give equal consideration to the affective factors like motivation, personality, anxiety, self-esteem and attitudes for the language
learning experience to be effective. The affective factors are considered important due to the fact that
the way we feel about ourselves and our capacities can influence our learning either positively or
negatively. Along the above lines, we attempt through our discussion to attribute failure in FLL to psychological variables. Throughout the present research, we aim first to show the importance of the affective domain in language learning. That is, because we assume that affective problems may greatly hinder the learning process, we relate affective factors in general to FLL.
Which affective factor or personality trait you estimate vulnerable? How and to which extent? What methods and techniques you estimate most appropriate to investigate such complicated phenomena?
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