Czy mózg może przeszkadzać w nauce języka obcego? Neurolingwistyczna i neurokognitywna reprezentacja negatywnych emocji
Can the brain interfere with learning a foreign language? Neurolinguistic and neurocognitive representations of negative emotions

Summary/Abstract: Speaking anxiety is a fact. Although it is real, speaking anxiety is not always properly acknowledged or recognized by foreign language teachers. Consequently, negative emotions, manifested physiologically and cognitively, impede the process of foreign language learning. The article provides insights into neurolinguistic and neurocognitive representations of negative emotions experienced by language learners. The aim of the article is to raise teachers’ awareness about the negative impact of (debilitative) speaking anxiety on learning outcomes. Ultimately, teachers are advised to take preventive measures that would help facilitate foreign language acquisition, design brain-friendly language curricula, and create an emotionally safe learning environment.

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