Psycholinguistic Factors in Second Language Acquisition: Foreign Language Teaching via Coaching

Abstract

This chapter conducts a comprehensive investigation into foreign language acquisition (FLA) using coaching methodologies, with a focus on psycholinguistic factors in second language acquisition (SLA). The study delves into the intricate interplay of psychological and linguistic elements influencing SLA, particularly language aptitude, anxiety, motivation, and self-regulated learning strategies. The research methodology details the design, participant selection, data collection, and analysis methods. Findings underscore the significance of these factors in SLA and their impact on learning outcomes. Implications for language teaching and curriculum development are highlighted, offering insights for educators. The chapter acknowledges limitations and suggests future research directions. This contributes to understanding the complex relationship between psycholinguistic factors and SLA, benefiting both educators and researchers in the field.