<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>In the field of second language acquisition, a lot of emphasis has been placed on factors such as input, age, linguistic background, and prior knowledge of the learner, and there has been ongoing examination and refinement of teaching methods and pedagogy. However, there is still an important factor that is not always considered in the learning process: socio-emotional prerequisites. These prerequisites refer to the non-linguistic factors that vary from person to person and can contribute to the complexity of the learning process. The social environment and emotional states of the learner can heavily influence the learning context, and it is no longer just a matter of considering the cognitive variables of an individual, but rather looking at the individual as a whole, which is formed by multiple variables. The group-specific learning atmosphere can also have greatly impact on the development of the learning process. All these factors raise the question of to what extent they influence the reception and production of a foreign language.</p>
</abstract>

In the field of second language acquisition, a lot of emphasis has been placed on factors such as input, age, linguistic background, and prior knowledge of the learner, and there has been ongoing examination and refinement of teaching methods and pedagogy. However, there is still an important factor that is not always considered in the learning process: socio-emotional prerequisites. These prerequisites refer to the non-linguistic factors that vary from person to person and can contribute to the complexity of the learning process. The social environment and emotional states of the learner can heavily influence the learning context, and it is no longer just a matter of considering the cognitive variables of an individual, but rather looking at the individual as a whole, which is formed by multiple variables. The group-specific learning atmosphere can also have greatly impact on the development of the learning process. All these factors raise the question of to what extent they influence the reception and production of a foreign language.

Die sozial-emotionalen Voraussetzungen im Fremdsprachenerwerb

Assist. Dr.; Lucian-Blaga-Universität Sibiu/Hermannstadt

Germanistische Beiträge

This work is licensed under the Creative Commons Attribution 4.0 International License.

{"article-title":"Die sozial-emotionalen Voraussetzungen im Fremdsprachenerwerb"}

In the field of second language acquisition, a lot of emphasis has been placed on factors such as input, age, linguistic background, and prior knowledge of the...

Die sozial-emotionalen Voraussetzungen im Fremdsprachenerwerb

Publié en ligne: 19 mars 2024

Pages: 287 - 303

DOI: https://doi.org/10.2478/gb-2023-0017

Mots clés
social premises, emotional intelligence, teaching second language, language acquisition, learning process

© 2023 Elena Ginghină, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Die sozial-emotionalen Voraussetzungen im Fremdsprachenerwerb

Publié en ligne: 19 mars 2024

Pages: 287 - 303

DOI: https://doi.org/10.2478/gb-2023-0017

Mots cléssocial premises, emotional intelligence, teaching second language, language acquisition, learning process

© 2023 Elena Ginghină, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Mots clés
social premises, emotional intelligence, teaching second language, language acquisition, learning process