AFFECTIVE ASPECTS IN MOTIVATION FOR LEARNING FOREIGN LANGUAGES
DOI:
https://doi.org/10.18485/zivjez.2025.45.1.5Keywords:
affective motivation, psycholinguistics, applied linguistics, foreign language didactics, L2 SelfAbstract
Starting from the idea that affective motivation is one of the most important factors in foreign language learning, this paper presents its influence on the context of teaching practice. Based on a consideration of the theoretical literature related to practical examples that affect motivation, a common framework for successful foreign language teaching is proposed. Given that motivation implies a bidirectional role, it is important to include skills and emotions in the teaching context. Contextual factors in the development of motivation and the creation of a language environment that stimulates motivation involve both internal and external factors. The examination of individual factors—the nature of emotions, the potential of imagination, linguistic identity, communication, group dynamics, multilingual and monolingual contexts, the impact of sociocultural competence on motivation, and continuous teacher development—aims to reassess the quality of personal and general methodological choices in foreign language teaching. The inclusion of each of these segments in instruction invites exchange between learners and teachers and represents a unified framework for successful foreign language teaching.
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