(2050)HOW EMOTIONS CAN TRIGGER MOTIVATION AND LEARNERS'ACADEMIC DEVELOPMENT: A CASE STUDY AT THE UNIVERSITYOF QUINTANA ROO, MEXICO

摘要

Although there have been numerous studies on motivation in foreign language learning and onemotions in general education, little research in foreign language learning have focused on the relationbetween motivation and learners’ emotions [1], as this shift to the affective side of motivation has onlyrecently been suggested. A mixed method study was carried out focusing on students in an ELTprogramme in a Southeast Mexican university. The study was divided into two moments: the first wasdevoted to obtain data regarding those emotions engendered during classroom instruction and theeffects of these on the motivational behaviour students display in classrooms;;the second focusedspecifically on identifying what type of motivation would be predominant on learners and how thesecomprise their oral performance in the classroom and thus their level of proficiency. Findings of thefirst moment revealed the pervasive influence of emotional reactions on foreign language learners’motivation. Emotions, whether negative or positive, impact not only negatively but also positively,whereas the findings concerning the second moment demonstrated that motivation can determine thedegree of academic involvement and performance of the learner. The study sheds light for furtherresearch on the field of emotions and its intrinsic link with motivations along with the pedagogicalimplications it brings up.