Cognitive and Emotional Barriers in Second Language Learning: A Psychological Perspective

Abstract

The study investigates the interdependent nature of cognitive and emotional barriers in second language (L2) learning from a psychological perspective. While prior research in Second Language Acquisition (SLA) has focused heavily on linguistic competence and language structure, the psychological dimensions of learning remain underexplored. This study seeks to fill this gap by analyzing how cognitive factors such as working memory limitations interact with emotional challenges like anxiety and stress to impede language acquisition. Drawing upon theoretical models in cognitive psychology and supported by a large-scale questionnaire, the study aims to provide a holistic view of the psychological hurdles L2 learners encounter. Findings indicate that cognitive and emotional barriers often function in tandem, influencing learner performance and motivation. The study further emphasizes the need for pedagogical strategies tailored to individual learner differences, offering practical implications for language educators to create supportive learning environments. The research underscores the importance of integrating both cognitive and emotional perspectives to enhance L2 learning outcomes and bridge the divide between theory and practice in language education.