THE COGNITIVE FOUNDATION OF AFFECTIVE LANGUAGE CLASSROOMS: A SECONDARY DATA ANALYSIS OF INSTRUCTIONAL IMPACT ON SECOND LANGUAGE ACQUISITION ENVIRONMENTS

Abstract

This​‍​‌‍​‍‌​‍​‌‍​‍‌ research systematically compiles secondary data to clarify the influence of cognitive theories on raising the emotional and interactive atmosphere in SLA classrooms. Acquisition of L2 is considered a single concept of two simultaneous operations which are limited by the requirements of cognitive processing as per Information Processing Theory (IPT) and the emotional barriers caused by the Affective Filter (AF). By means of a systematic review of the existing empirical studies—which are quite often based on the results of validated instruments like the Foreign Language Classroom Anxiety Scale (FLCAS)—this paper depicts the causal route from the cognitively-informed instruction to the measurable environmental improvement. Results demonstrate that the correct usage of cognitive principles, for instance, by means of the methods of Task-Based Language Teaching (TBLT) and focused feedback, brings about the promotion of automaticity through which cognitive load is handled in an efficient way. This achievement on the cognitive level becomes the main preventive measure against anxiety as it turns tasks from risky evaluative situations into opportunities for growth. On top of that, the environmental enhancement is substantially dependent on the learner's internal psychological resources, particularly Self-Efficacy and Self-Regulated Learning (SRL), which have been strengthened. The final point is that successful L2 teaching, by strategic prioritization of cognitive efficiency, is the means to affective resilience systematic cultivation which results in a low-filter environment ideal for ongoing engagement, risk-taking, and high-level ​‍​‌‍​‍‌​‍​‌‍​‍‌interaction.

Keywords: Cognitive Foundation, Affective Language Classrooms, Acquisition Environments