• Dr. Jainish Roy

  Author

• Dr. Rajesh Sehgal

  Author

This study explores the “affective turn” in SLA will be analyzed with particular attention paid to the interrelation between emotional and cognitive factors affecting learning results. Going further from the cognitive-centred approach to second language acquisition, the current paper makes use of ideas of the Affective Filter Hypothesis and Positive Psychology, demonstrating the importance of emotional parameters of motivation, anxiety, self-confidence, attitude, and interest when trying to analyse the process of language acquisition. Based on the findings obtained through theoretical analysis, the paper suggests that positive emotions help learners acquire and master the second language through reducing the effect of affective filter and increasing their activity while learning. At the same time, such negative emotions as anxiety become the factors hindering comprehension, participation, and learning performance. One of the aspects that require detailed examination in this context is intellectual curiosity, specifically, epistemic curiosity, which is considered to be an important motivational factor in second language acquisition because of its impact on language exploration and understanding of its culture. Moreover, practical pedagogical approaches to be used include authentic materials, collaborative learning situations, positive reinforcement techniques, and learner autonomy that help create a classroom atmosphere where curiosity can thrive and be stimulated by an emotionally safe environment. The findings indicate the significance of the integration of both emotional and cognitive aspects in language instruction practice in order to enhance overall educational success. Additionally, the study emphasizes the necessity for the future research to take place with a longitudinal perspective along with cross-cultural implications to be able to examine how these issues emerge and evolve over time in various cultural contexts. In particular, the role played by digital media and innovative technology-based educational tools should not be ignored as well.

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