An Investigation of the Impact of Emotionality on the Process of Vocabulary Learning

Abstract

Learning a second language is a complex process that requires knowing all its different aspects including grammar, pronunciation, and vocabulary.etc. This latter is considered as the building block of any language. Many language learners face some difficulties and obstacles that may stand in the way of their mastery of vocabulary. In an attempt to facilitate these obstacles, researchers in the field of Second Language Acquisition sought to find out the appropriate platform to facilitate teaching vocabulary through inserting emotionality in the process of teaching and learning. The study at hand, sought to shed light on the impact of emotionality on vocabulary acquisition and enhancement as well as vocabulary long recall. It aims to investigate the effect of emotionality on vocabulary learning. This study has adopted an experimental research with two groups of EFL learners; the first group consists of 10 students was taught in neutral settings far from any emotional stimulus, while the second group consisting of 10 students taught in an emotional setting through the use of different emotional stimuli including videos, faces, pictures and audios. The findings of this study show that emotionality can affect language learning in many ways. It improves and enhances the learning and long recall of vocabulary items.