Overcoming Affective Barriers for Continuous Language Learning
Overcoming Affective Barriers for Continuous Language Learning
Keywords: Affect, social-emotional language learning, motivation, continuous language learning
Julide Inozu, Seden Tuyan and Emine Cakir Surmeli
Cukurova University, Adana, Turkey
Bio Data
Julide Inozu is an assistant professor in the Department of English Language Teaching at Cukurova University. She is interested in psychology of language learning, instructional materials evaluation and adaptation, critical reading and cognitive development. She is teaching methodology courses at undergraduate and graduate levels.
Seden Tuyan completed her MA and Ph.D. at i‡ukurova University, English Language Teaching Department. She is a language instructor and teacher trainer. Her major interests are classroom management, classroom methodology, personal and professional development, Neuro-linguistic Programming, character education and Emotional Intelligence.
Emine i‡akir Si¼rmeli completed her MA TEFL program at Bilkent University, and then her Ph.D. at i‡ukurova University. She is a language instructor and teacher trainer. Her major interests are, teacher development, personal and professional development, life-long learning and NLP.
We conducted a longitudinal study in order to improve foreign language students social and emotional learning skills through an eclectic approach which is based on the underlying principles of Emotional Intelligence Theory, Cooperative Learning and Neuro-linguistic Programming. We specifically aimed at making our students aware of their own character traits and personal strengths/weaknesses and then, helped them fulfil their mental, emotional and social potentials for better language learning experience. The focus of this paper is on the students perceptions of the interventions we made, based on our management plan, to enhance academic, social and emotional learning and its long term effects on students motivation for learning English.
See pages 175-188
[/private]Category: Main Editions, Volume 9 Issue 4
