Affective Factors in Language Learning, , İstanbul, Turkey, 22 - 23 May 2017, pp.5
Why is it that the same aggressive learner behavior elicits a different emotional response from
one teacher who feels anger whilst another feels empathy perceiving the same behavior as a
need for attention? Or why does one student appreciate a certain learning task while another
would sneer at the same task? The role of emotion in education, largely neglected in previous
decades, is currently enjoying a resurge of research interest. And yet, we lack a clear, consistent
and systematic understanding of how emotion impacts learning.
This session discusses emotional appraisals of learning tasks. It first makes a case for task
appraisal styles in learning. It then presents an argument for the possibility of investigating
positive and negative appraisals of tasks along the dimension of pleasantness in different
contexts, whether in teacher education or secondary schools. In the final part, a scale related to
appraisals is offered.