The Role of Contextual, Cognitive-Motivational and Emotional variables in Second Language Learning: An Integrated Approach

The purpose of this study was to examine the role of learning environment perception's dimensions (contextual), dimension of self-regulation (cognitive-motivational) and social anxiety (cognitive-emotional) in learning second language. This research was descriptive (correlation). The statistical population of the study included all high school female students in Yazd in the academic year of 1396-97. Participants of the study included 305 third year high school students who were selected based on Cochran formula and cluster random sampling. Ryan and Connel's self-regulation scale, Watson's and Freid's social anxiety, and Fraser and et.al learning environment perception scale were used to measure the research variables. The results of step by step regression revealed that among components of learning environment perceptions, student's affiliation, justice and student's involvement, and among the dimensions of academic self-regulation, external regulation and identification predicted learning the second language positively and social anxiety predicted learning the second language negatively. Overall, findings of this study indicated that positive perception of learning environment, the promotion of self-regulation and the reduction of social anxiety of students through the creation of intimate and uncompetitive atmosphere could increase second language learning.