Principles of language learning and the role

Language Learning Is a Battle of the Heart

A third fundamental reality of language learning is that 

feelings play a major role in language study and need to be 

taken seriously in planning a successful language learning 

campaign. As Ehrmann, Leaver, and Oxford (2003) put 

it, “It is at least as important to manage feelings as it is to 

use more cognitive strategies, since negative feelings reduce 

the effectiveness of most [language] learning activities. 

Appropriate self-efficacy promotes persistence in the face 

of difficulty” (p. 319). Learners who have a strong desire to 

learn and who feel good about their progress are far more 

likely to continue working hard in the long term.

One reason emotions play such an important role in 

language learning is that learning a foreign language well 

involves a great deal of effort over a long period of time. 

The basic rules of English grammar and a survival vocabu-

lary can be learned within a few months, but mastering the 

language takes much longer. Students need considerable 

practice to develop effective skills in listening and speaking, 

not to mention reading and writing. It also takes a long 

time to amass a sufficient vocabulary for reading texts and 

listening to speech (e.g., movies, television) intended for 

native speakers. Finally, students can benefit from a good 

understanding of the cultures of English. All of this is 

particularly difficult for students in an EFL environment 

to achieve because they have few opportunities for practice 

and contact with Western culture. The problem is especially 

severe for English students in places such as Asia, the 

Middle East, and Africa whose native languages, writing 

systems, and cultures have little in common with those 

of the English-speaking world and whose English study 

entails far more learning.