A study shows that English as a Foreign Language (EFL0 learners experience anger mostly over listening skills, enjoyment and pride over speaking, shame over listening and speaking, hope, boredom, and hopelessness over writing and listening, and finally, anxiety over all of language skills.

See the paper link for more details:

http://www.iier.org.au/iier26/pishghadam-2.pdf

dear Mr. Latifi , thank u for ur comprehensive view considering all socio-cultural and individual factors. best

A study shows that English as a Foreign Language (EFL0 learners experience anger mostly over listening skills, enjoyment and pride over speaking, shame over listening and speaking, hope, boredom, and hopelessness over writing and listening, and finally, anxiety over all of language skills.

See the paper link for more details:

http://www.iier.org.au/iier26/pishghadam-2.pdf

dear @ Subhash C. Kundu,

thank u for explaining skill-related emotions in English classes.

dear Mr. LATIFI,

I REALLY APPRECIATE UR CONTRIBUTIONS. THANK U FOR THE ARTICLE.

Emotional start with the sense ,sensitive approach ,feeling of mind which a reason to find out the solution of feelings which have created our emotion balance .

With this in English learners languages classes we know that all student may not place in same line & as such certain student who find their colleague & other student speak in the better language & such student feel certain inferiority complex .

To this it becomes the responsibility of teacher to find out the weakness of the student & try to make the necessary improvement so that the inferiority complex either may get rid off or make the students feel comfortable in company with other students .

This is my personal opinion

thank u for your detailed explanation dear@ Rohit Manilal Parikh. best

Subhash is accurate in his assessment. Frustration certainly at not understanding many English speakers and inability to speak English in a way they could or can be understood by English speakers.

Now living in Portugal I know how they feel. Pronouncing words in the manner of the locals is very difficult. I think I'm pronouncing words correctly and they have no idea what I'm saying. English speakers do not normally inflect, and Portuguese contains many heightened expressive tones and rolled 'r's but we southern English talk mainly in flat tones and never, never roll our 'r's.

dear@ Stanley Wilkin,

thank u for ur view based on practical experience. best regards

Agree with the explanation from Prof. Rohit Manilal Parikh

One emotion that hasn't been mentioned here is embarrassment. My English-language-teaching experience never included Chinese students*, but I remember them at many film screenings on campus. Some comedies involved understanding verbal humor that got everyone laughing, except some small groups of Chinese students, who couldn't understand the humor and felt embarrassed (loss of face) and walked out. I had a girlfriend from Belize, whose English was very good, but who also didn't get a good deal of the humor. Even when I carefully explained the jokes to her (allusions, analogies, word play) she didn't always find them funny, even though she understood why she was supposed to. For her, the problem was cultural knowledge and background. For many of the Chinese students the problem was both culture and language.

I have focused on understanding, because I think that ultimately it's a more important issue than the mechanics of language skills. I found many international students mastered grammar, vocabulary, and pronounciation to an adequate degree, but on exams often misused phrases or sentences memorized from their lecture notes in a way that revealed that they didn't really understand what they were writing.

__________

* In fact I have had no experience teaching English to foreign students. I taught English to Ojibway-speaking indigenous adults in a northern Canadian community.

For me, the emotions depend on the conduct of English faculty, how she makes you feel in her class, as, I have experienced the negative attitude of English faculty towards those students, who were having decreased level in English writing , and speaking skills; and somehow this attitude were decreasing their morale in learning English (as it was not for me, because, I had completed my masters in English literature in 2008). Most of the time faculty used to indulge us in pronunciation thing, according to me, that was not an immediate need, as need were to improve grammar and insight about the basics of language tricks; but that part was pretty missing.

Things in university changed, as our English faculty was, the most humble and competent person, I ever met; she gradually built our lower order concerns in academic writing, and then Higher order concerns; she was sensitive to students' emotions, and all students were happy regardless of their level of English proficiency.

dear @ Karl Pfeifer,

your view is really amazing regarding the embarrasement associated with misunderstanding. best

Based on my limited reading and experience as an EFL teacher, students' emotions (whether positive or negative) must be accumulated from some different variables. Let's say, (1) their previous learning experiences, (2) classroom management, and (3) teacher's attitude. I think there is no general consensus about what kind of emotion the EFL students generally have because different contexts can emerge different conclusion. Of course there are literature discuss this topic (I recommend Zoltan Dornyei, The Psychology of Second Language Learner), but if you are working on this in specific context, make sure that you pay attention on the variables mentioned. I hope this makes sense.

For me, every English learners has their unique characteristics i.e.,archetypes and encounters both positive and negative emotions (e.g.,in the classroom context). The most recent discussions in second language development have suggested for exploring more on positve emotions e.g., enjoyment, interest, instead of negative ones e.g., anxiety, fear (see e.g., Frederickson, Rebecca Oxford, Carrol Izard, Dewaele, MacIntyre, For more information).

Due to the complex nature of both emotions, I think it is necessarily to employ the best method in unraveling the fussiness of the two constructs. For instance, using qualtitative approach and longitudinal study provide a thick description to unveil learners' emotions.

dear @ Zainurrahman Sehan, @ Eka Fadilah, thank u for ur invaluable views

Positive emotions include the "aha" moments when the student learns a new word or a phrase and associates that as being derived from another language with a common root. After all there is a great deal of connection among words from different languages. When I try to explain new terminology in my technical class students I try to associate the Latin roots as many of my students are of Spanish speaking language in origin.

The negative emotions may include frustration when the student is unable to get the correct pronunciation or fail to remember some of the vocabulary.

dear @ Srini Vasan, thank u for sharing ur real life experience