How Psychological Factors Contribute to EFL Acquisition Processin Adult Classrooms in the Armenian Setting

Abstract

In Armenia, in teaching EFL, little attention has been paid to psychological factors and emotions of the classroom as a whole and each student individually whereas these factors play a major role in efficient EFL acquisition process. Over the last decades the advanced technologies in the medicine have provided valuable information on the functions of the brain. Neuroscientists confirm that different emotional signals cause chemical changes in the brain and the brain produces different hormones due to positive or negative nature of the emotions. These hormones affect the composition of the blood which in its turn stimulates better working of the brain or hinders, blocks the memory and by this lowers the learning capacity. The purpose of this research is to increase the awareness of the issue in EFL teachers of Armenia.Qualitative method has been chosen for the research since this strategy allows to acquire descriptive information and evaluate the phenomena from the learners point of view. Questionnaires, reflections, observations and an interview have been used as instruments for the research. The research showed that most of the learners who participate in EFL courses come with psychological and emotional issues such as high anxiety, low self-esteem, low self-confidence, socio-cultural issues, negative attitude, low motivation. In order to handle these psychological flaws and to provide warm and comfortable environment free from anxiety and other negative psychological expressions as well as to induce the learning capacity of the participants in the EFL acquisition process the teacher has to be emotionally intelligent.