Teaching Toward Affective Goals in Foreign Languages

Although the affective results of foreign language learning have been cited to justify enrollment in this field, considerably less attention has been devoted to evaluating the development of student feelings than has been devoted to measuring the growth of their cognitive skills. This article presents a taxonomy of three stages of affective behavior susceptible to development in the language classroom. It identifies student behaviors at each stage, suggests how these behaviors may be encouraged, and provides examples of relevant teacher observations and items suitable for student questionnaires.