Learner Positive Affect, a Prerequisite to the Success of all Foreign Language Learning Activity: The Case of English

Abstract

This study is an attempt to shed light over the importance of learner affect for the success of every foreign-language-classroom activity, the case of English in the Algerian School. It is mainly intended to show evidence that learner cognition on its own is not sufficient to ensure language learning, and that affect conditions, accompanies and perpetuates cognitive acquisitions. It is intended to show that learner affect affects language learning in two ways: an accommodating affect is a prerequisite for his involvement, engrossed enterprise, and success in foreign language learning; while the feeling of malaise is likely to thwart any of his learning endeavours.