Emotions play a crucial role in our lives, and language is a means to enabling the perception and expression of emotions. Neurolinguistic and psycholinguistic research has thrown considerable light on our understanding of how emotions are verbalized. The question of how this process operates in the bilingual population has attracted the attention of many researchers recently. How are language learners acquainted with the emotional aspects of the language they learn later in life ? This topic has long been neglected in the field of bilingualism and foreign language teaching. Language learners get acquainted with emotionality in the target languge later in the learning process, leading to the underuse of the expressions of emotions in the classroom. Classroom teaching, in the classical sense, focuses on the linguistic features of the target language, thus leaving almost no place for emotional language in the classroom. It is therefore time to consider the role of neurolinguistic and psycholinguistic data in the design and implementation of teaching programs. This article considers ways to increase the involvement of emotions in the language classroom. Neurolinguistic and psycholinguistic research on bilingualism and emotions represents a considerable source of data for the language teaching profession.
Emotions, Neurolinguistics, Psycholinguistics, Foreign Language Teaching