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The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.
The effects of quality of instruction on the cognitive and affective learning of students (Thesis). The University of Chicago. Burke, Arthur Joseph (August 1983). Students' potential for learning contrasted under tutorial and group approaches to instruction (Thesis). OCLC 1194704545. ProQuest 252076952.
Affective factors relate to the learner's emotional state and attitude toward the target language. Research on affect in language learning is still strongly influenced by Bloom's taxonomy , which describes the affective levels of receiving, responding, valuing, organization, and self-characterization through one's value system.
The affective filter is an impediment to learning or acquisition caused by negative emotional ("affective") responses to one's environment. It is a hypothesis of second-language acquisition theory, and a field of interest in educational psychology and general education.
In addition, Krashen (1982)’s Affective Filter Hypothesis holds that the acquisition of a second language is halted if the learner has a high degree of anxiety when receiving input. According to this concept, a part of the mind filters out L2 input and prevents intake by the learner, if the learner feels that the process of SLA is threatening.
Affective styles represent the motivational dimensions of the learning personality; each learner has a personal motivational approach. Physiological styles are bodily states or predispositions, including sex-related differences, health and nutrition, and reaction to physical surroundings, such as preferences for levels of light, sound, and ...
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Efforts are also made to make the learning environment as stress-free as possible, by lowering the affective filter. [4] In the natural approach, language output is not forced, but allowed to emerge spontaneously after students have attended to large amounts of comprehensible language input.