Affect in a self-regulatory framework for language learning

In spite of the acknowledged importance of emotion in language learning and teaching, the field of applied linguistics has struggled to account for the role of affect in these processes. This article examines the way affect has been defined and investigated in language learning, including the nature and scope of that research and the gaps and limitations of research approaches to date. Drawing on social cognitive theory (Bandura, 2002 and Martinez-Pons, 2002), and research on the intelligent processing of emotions (Goetz et al., 2005), we propose an approach to understanding affect in SLA through a self-regulatory framework. Case studies of three students learning Russian through independent study are presented to illustrate how integral the regulation of affect was to their learning experiences and choices. Regulation of affect involved cognitive appraisals of emotional antecedents and the applying of cognitive abilities to perceive, reflect on, and regulate emotions. We conclude by arguing the need for more attention to and a broader perspective on students’ affective experiences in the process of second language acquisition.