A number of sciences are involved in the role of emotions, and the advance of artificial intelligence is increasing their importance in learning a foreign language. They are closely related to the two functions of language . . communicative and cognitive and are an important factor that motivates and stimulates decision-making.
Many specialists in the field of psychology of training report how significant the mental resource is Emotional intelligence to deal with different situations. This applies to language training, to a large extent.
The link between emotional intelligence and successful language learning
Unlike intelligence that can be defined as potential mental and cognitive abilities to solve problems and adapt to the environment, emotional intelligence is the ability to understand and control your own emotions, empathy and build up Social skills.
Successful language absorption depends on high motivationthat is also bound by emotion. Feelings can facilitate or hinder the training process.
Negative emotions such as anxiety, fear, nervousness, tension, anxiety, boredom, frustration, disappointment, etc. can close access to the centers and processes in the brain that are responsible for memory, learning and ability to build new connections.
On the other hand, to create an atmosphere for better success The role of positive emotions such as joy, pleasure, pride, feelings of success, empathy, hope, etc. is key to dealing with a difficult element.
In both cases, there are factors such as teaching, a specific situation, Interpersonal communication with the other participants in the training. Many studies show particularly negative impact on the motivation of boredom. The teacher therefore has the task of creating such a set of emotions to support the joy and pleasure of learning, to build skills in those trained to manage their own emotions with emphasis on dealing with negative ones.
How to use emotions as an instrument for more efficient learning
Emotions in foreign language learning are complex complex. It has a different role to play in the matter. By using the emotional potential of the study material, the teacher has the opportunity to work on the emotional competence of the students. In this way, they contribute to their own emotions and be able to manage them in different social contexts. He also worked for developing tolerance and empathy, for teamwork skills, for adaptiveness in different situations and emotional regulation, for Overcoming Fears by the criticism of other participants and for greater self-confidence.
The approaches to achieving these objectives can be, for example, work in small groups, project preparation, discussion and debate etc. Difficulty is possible when choosing a topic for discussion, as well as when forming groups in which the degrees of emotional intelligence and learning styles should be combined. If they are done correctly, working in the group and participating in the discussion will contribute to each participant's pleasure and sense of success.
Besides appropriate activities and tasks, the teacher can contribute to the joy of learning a foreign language and through clearly formulated instructions to tasks with precisely indicated benefits. This will act motivatingly and lead to their careful implementation.
Correcting errors in the learning of a foreign language also carries high emotional charge. In order not to provoke negative emotions and learn incorrect forms, the errors made in lexical and grammatical exercises are corrected during their implementation. In creative tasks, they are summarised after their completion and if they do not violate communication, they may even be ignored.
For positive emotional atmosphere help also individual extralinguistic and paralingvist elements. If, for example, the teacher is focused mainly behind the department or in front of the board, it distances him and can provoke discontent and anxiety in the students. The closer distance and visual contact show his greater commitment, the connection with students and interest in their achievements.
Overcoming language barriers through emotional awareness
It has been shown by scientific means that when emotions are named after their names, mostly anxiety and fear, their impact is reduced. When the students are under stress, the part of the brain responsible for thinking, memorizing and managing emotions is not prepared to react quickly. Providing the ability to manage emotions will reduce tension and fear and increase attention during training.
Language barriers can be overcome much easier when students in childhood or school age often talk about human relationships, comment on different situations, predispose themselves to share their feelings, respect their right to all kinds of feelings including negative ones, engage in various creative activities such as role-playing, interactive exercises and those for recognition of emotions, etc.
Proper recognition of their own emotions, identifying the factors that unlock them, recognizing the strengths and weaknesses will help those who are trained for their emotional awareness to effectively manage their emotions in their favor and in behalf of others. Accordingly, this will be a way to address the challenges of language absorption and overall.
Development of social skills in parallel with language competences
At the same time, language competence is affected by learning a foreign language. When the learners acquire skills to control their emotions, they will also be able to determine how others feel. Increased social awareness achieved through group exercises, discussions, role playing games and others helps build communication skills, teamwork skills and adaptation to different social contexts.
The process of mastering the language increases self-esteem and social adaptability, as it allows for connecting with people from different backgrounds. Growing and confidence in dealing with different situations. Whether they make friends or serve as cooperation on projects and research of new communities, foreign language skills allow for enriching social experiences.
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