The Influence of Emotional Factors in Second Language Acquisition and Its Countermeasures from the Perspective of Educational Psychology

Yuehua Li

doi:10.54254/2753-7048/2025.20875

Research Article

Open access

Published on 14 February 2025

Download pdf

Li,Y. (2025). The Influence of Emotional Factors in Second Language Acquisition and Its Countermeasures from the Perspective of Educational Psychology. Lecture Notes in Education Psychology and Public Media,85,7-12.

Export citation

The Influence of Emotional Factors in Second Language Acquisition and Its Countermeasures from the Perspective of Educational Psychology

Yuehua Li *^,1,

¹ Northeast Agricultural University

* Author to whom correspondence should be addressed.

https://doi.org/10.54254/2753-7048/2025.20875

Abstract

With the acceleration of globalization, the importance of second language acquisition has become increasingly evident. It is not only a key way for individuals to improve their comprehensive quality and broaden their international horizons but also an important step for the country to cultivate international talents and enhance global competitiveness. Therefore, this paper focuses on the influence of affective factors on learning effects. From the perspective of educational psychology, this paper systematically explores the impact of emotional factors in the process of second language acquisition and its coping strategies. Through literature review and theoretical analysis, this paper outlines the main theories of second language acquisition and the affective factors that arise in second language acquisition. Subsequently, two key affective factors, self-efficacy and anxiety, and their effects on second language acquisition are analyzed in detail. The paper further proposes targeted strategies for second language acquisition, such as stimulating motivation and interest, reducing anxiety and stress, enhancing self-confidence and self-efficacy, promoting cooperative learning and emotional support, and implementing personalized teaching and tailored teaching, which aim to help learners better cope with the challenges posed by affective factors and to improve the effect of second language acquisition. The findings underscore that affective factors play a crucial role in second language acquisition, and effective affective management strategies are of great significance in improving learners' second language proficiency.

Keywords

educational psychology, second language acquisition, learning motivation, learning environment, affective factors

View pdf

References

[1]. Yu Shulin. (2013). Teacher Feedback vs. Peer Feedback: Differences and Integration from the Perspective of Social Cultural Activity Theory. Modern Foreign Languages (Jan), 70-76+110.

[2]. Liu Hui & Li Shu-hua. (2022). The impact of emotional factors on college students' English spoken language learning in second language acquisition. Overseas English, 11, 119-120+130.

[3]. Li Yingchun. (2018). The Study on the Influence of Self-Efficacy on High School Students' Learning. Knowledge Library (07), 130.

[4]. Huang Yue-Na. (2015). The Emotional Factors in Second Language Acquisition and Their Implications for Foreign Language Teaching. Journal of Hubei University of Education (No. 6), 113-115.

[5]. Li Juan. (2020). Emotional Teaching: Principles, Current Status, and Countermeasures (Master's Thesis, Shanghai Normal University). Master's degree.

[6]. Zhang Ying. (2013). The Impact of Emotional Factors on College Students' English Oral Learning in Second Language Acquisition. Journal of Jilin University of Architecture and Engineering (Vol. 02), 98-100.

Cite this article

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

Disclaimer/Publisher's Note

The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

About volume

Volume title: Proceedings of the 3rd International Conference on Social Psychology and Humanity Studies

Conference website: https://2025.icsphs.org

ISBN：978-1-83558-957-1(Print) / 978-1-83558-958-8(Online)

Conference date: 14 February 2025

Editor：Kurt Buhring

Series: Lecture Notes in Education Psychology and Public Media

Volume number: Vol.85

ISSN：2753-7048(Print) / 2753-7056(Online)

© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license. Authors who publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See Open access policy for details).