The role of emotion and cultural identity in foreign language learning : a comparative study of mental representation and cultural transposition
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Abstract
ABSTRACT
The aim of this piece of research is to discuss the acquisition and learning of foreign and second languages, with particular focus on adult education. The study looks into existing paradigms in L2 education, examines the role and impact of psychological factors in the language acquisition process. The main objective is to discuss the relationship between language and emotion and, subsequently, the impact of acquired cultural values on language learners’ identity construction. Furthermore, the research elaborates on Howard Gardner’s theory of Multiple Intelligences (MI), which claims that human beings are not endowed with one or a single intelligence and hypothesizes the co-existence of eight different types of cognitive abilities which merge in a unique way in everyone to build individual intelligence profiles (Gardner, 1999).
The work also deals with some critical issues such as “mother tongue”, “first language“, “second language“ and “foreign language.“ It specifically focuses on the social, cultural and psychological identities of language learners. An analysis of the way learners’ identities are negotiated within the process of language acquisition and language use is also provided. In addition, the project considers benefits that students derive by using course books which reflect their cultural and ethnic backgrounds, since such textbooks “are mirrors in which they [the students] can see and learn about themselves” (Aldana, 2008).
The findings of this study show that psychological constructs may particularly enhance or delay second language acquisition or training. Another purpose is to assist language teachers and specialists in their work, by providing guidelines for the improvement of language teaching practices and the refinement of the quality of textbooks in order to support both language and identity development.