A Study on the Dynamic Interaction between Learners' Motivation and Emotional Factors in Second Language Acquisition

This study explores the dynamic interaction between motivation and emotional factors in second language acquisition (SLA), synthesizing both theoretical frameworks and empirical findings. Motivation provides the driving force for learners to persist in language learning, while emotional factors, such as anxiety and confidence, significantly influence how learners process and apply linguistic knowledge. Despite extensive research on these elements as independent constructs, their interdependent and evolving relationship remains underexplored, particularly in diverse sociocultural contexts. Recent international studies emphasize dynamic systems approaches, revealing how motivation and emotional states co-evolve under varying classroom conditions. These studies highlight the significance of longitudinal methods to understand the fluctuations of these factors over time. In contrast, domestic research, often constrained by exam-oriented educational systems, focuses on extrinsic motivation and emotional barriers, such as anxiety, with limited attention to their interaction. This review highlights gaps in existing research, such as a lack of longitudinal studies and limited mixed-method approaches. It emphasizes the need for emotionally supportive classrooms, intrinsic motivation, and culturally relevant teaching strategies. Addressing these issues can deepen understanding of the relationship between motivation and emotions, enhancing SLA outcomes in diverse contexts.