About this paper

Appears in:
Pages: 4084-4093
Publication year: 2012
ISBN: 978-84-616-0763-1
ISSN: 2340-1095

Conference name: 5th International Conference of Education, Research and Innovation
Dates: 19-21 November, 2012
Location: Madrid, Spain

PSYCHOLOGICAL HINDRANCES IN EFL LEARNING: THE IMPORTANCE OF AFFECT IN CLASSROOM INTERACTION

H. Ghembaza

Faculty of Letters, Languages and Human and Social Sciences (ALGERIA)
Specialists in teaching English as a foreign language (TEFL) and didactics agree that foreign language learning is a complex task and correspondingly foreign language teaching a difficult activity. Yet, it is worth mentioning that the process of learning may inevitably be influenced by a cluster of agents some of which represent actual obstacles to the learning achievement. Foreign language learning (FLL) often represents a challenge for students. This is due to the fact that the learning process, in addition to its occurrence in a foreign environment, is relatively susceptible to different internal and external factors such as personality, psychological and classroom atmosphere hindrances.

It is granted that nowadays’ approaches to foreign language teaching (FLT) focus on enhancing the feeling of autonomy among English as a foreign language (EFL) students. Yet, the dimension of students’ affectivity may urge us to reconsider the notion of autonomy in relation to the role of both the teacher and the learner in the learning process. Students’ affectivity stands for the psychological aspects of the individual learner. These may subsume a bunch of psychological factors such as anxiety, self-esteem, motivation, extroversion/ introversion…etc that condition the learning behaviour.
The aim of the present paper is to shed light on the main psychological impediments that influence the learning process. A research study, then, is conducted with a sample of 74 EFL third year students and 13 teachers at Sidi Bel Abbés University – Algeria. It explores the triangular relationship between learners’ affective dimensions, classroom interaction and teaching strategies. Data is collected from the mentioned sample through classroom observation, questionnaires and audio recorded interviews.
@InProceedings{GHEMBAZA2012PSY,
author = {Ghembaza, H.},
title = {PSYCHOLOGICAL HINDRANCES IN EFL LEARNING: THE IMPORTANCE OF AFFECT IN CLASSROOM INTERACTION},
series = {5th International Conference of Education, Research and Innovation},
booktitle = {ICERI2012 Proceedings},
isbn = {978-84-616-0763-1},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {19-21 November, 2012},
year = {2012},
pages = {4084-4093}}
TY - CONF
AU - H. Ghembaza
TI - PSYCHOLOGICAL HINDRANCES IN EFL LEARNING: THE IMPORTANCE OF AFFECT IN CLASSROOM INTERACTION
SN - 978-84-616-0763-1/2340-1095
PY - 2012
Y1 - 19-21 November, 2012
CI - Madrid, Spain
JO - 5th International Conference of Education, Research and Innovation
JA - ICERI2012 Proceedings
SP - 4084
EP - 4093
ER -
H. Ghembaza (2012) PSYCHOLOGICAL HINDRANCES IN EFL LEARNING: THE IMPORTANCE OF AFFECT IN CLASSROOM INTERACTION, ICERI2012 Proceedings, pp. 4084-4093.
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