THE INFLUENCE OF PERSONALITY AND PSYCHOLOGICAL CONDITION ON THE LANGUAGE LEARNING PROCESS

Despite comprehensive research on SLA, the ramifications of affective parameters remain insufficiently investigated. Language acquisition process, like any cognitive mechanism, is affected by numerous factors, including mental and psychodynamic determinants. These variables range from superficial to profound affective parameters, including elements of early or later trauma, motivation, and other attributes. Learners with physical or emotional traumatic experiences behave differently compared to those whose identity has not been shaped by an identical experiential background. As a result, they may encounter complexities in engaging with classes, communicating with peers, and interacting with teachers. Consequently, the level of motivation decreases, lowering language learning outcomes. This paper explores the role of psychology and affective factors in SLA (Second Language Acquisition), the level of its impact on cognitive processing, and motivation. The issue of self-expression influenced by the emotional paradigm will also be covered. The research was conducted in a secondary school with five groups and revealed the psychological impact on cognitive language processing and the effectiveness of incorporating activities to lower the negative emotional condition.