Affective Issues and Second Language Learning

Nowadays, second language learning is not merely a matter of pure educational framework, including materials and teaching methods. It deeply transcends these ‘conventional’ aspects to include other equally important factors like the socio-psychological implications, namely the affective ones. In the present paper, the researcher will shed light on key affective and motivational issues underlying second language learning. First, the focus will be on the socio-psychological implications of this learning, especially the kind of motivational drives and processes therein. Second, affective issues in connection with attitudinal conceptions – namely students’ attitudes toward themselves, the subject matter, the teacher, and the learning context – will be thoroughly discussed. The third part will dedicated to students’ either field–independent or field–dependent personality toward the learning/teaching environment, and the decisive role of the teacher to provide the particular needed structure, or guidance and support, to help students challenging their pre–dominant personality traits toward achieving a successful educational attainment