Innovation in Language Learning
Affective Factors in the Process of Teaching Foreign Languages to Trilingual Students
Izabela Olszak, The John Paul II Catholic University of Lublin (Poland)
Abstract
Learning a foreign language is a complex and demanding process influenced by individual differences among learners. Factors such as cognitive, affective, metacognitive, and demographic variables all play a role in determining learning outcomes. This paper focuses on identifying the affective factors that influence the foreign language learning process for trilingual students at the university level. The research aimed to understand the affective factors involved in mastering a foreign language for trilingual learners and their impact on the efficiency of the learning process. The data for the study was collected through a quasi-experimental treatment of undergraduate applied linguistics students with an English-Russian language combination. The results demonstrate the significant role of affective factors (e.g. self-esteem, motivation, and anxiety) in developing foreign language competence for applied linguistics students, highlighting the considerable impact of these factors on language learning.
Keywords: glottodidactics, foreign language teaching, affective factors, multilingualism
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