Abstract:

Although there have been numerous studies on motivation in foreign language learning and on emotions in general education, little research in foreign language learning have focused on the relation between motivation and learners’ emotions (MacIntyre, 2002), as this shift to the affective side of motivation has only recently been suggested. A mixed method study was carried out focusing on students in an ELT programme in a Southeast Mexican university. The study was divided into two moments: the first was devoted to obtain data regarding those emotions engendered during classroom instruction and the effects of these on the motivational behaviour students display in classrooms; the second focused specifically on identifying what type of motivation would be predominant on learners and how these comprise their oral performance in the classroom and thus their level of proficiency. Findings of the first moment revealed the pervasive influence of emotional reactions on foreign language learners’ motivation. Emotions, whether negative or positive, impact not only negatively but also positively, whereas the findings concerning the second moment demonstrated that motivation can determine the degree of academic involvement and performance of the learner. The study sheds light for further research on the field of emotions and its intrinsic link with motivations along with the pedagogical implications it brings up.

Keywords:

Emotions, motivation, foreign language learning, proficiency.