Influence of Low Emotion Filtering and Explicit and Implicit Learning Abilities on Children’s Second Language Acquisition in China

Influence of Low Emotion Filtering and Explicit and Implicit Learning Abilities on Children’s Second Language Acquisition in China

  • TANG Min , School of International Education, Southwest Jiaotong University, Western Hi-tech Zone, Chengdu, 611756,China
  • ZHANG Xiaoyue , Teachers College, Columbia University, 525 W 120th St, New York, NY 10027.
  • TAN Miaoyu , The Chinese University of Hong Kong, Longgang District, Shenzhen, Guangdong Province.
  • OU Xiaohui* , Sichuan University, No.24 South Section 1, Yihuan Road, Chengdu , China

ABSTRACT

Purpose Second language acquisition is an essential factor for students to survive in the educational and professional fields. It has gained attention of recent researchers and regulators. The current study aimed to examine the role of low emotion filtering, explicit, and implicit learning abilities on children’s second language acquisition in China. Method The study utilized the primary data collection techniques and adopted a well-validated questionnaire to gather the data from the selected respondents. PLS-SEM was adopted to explore the association between the constructs. Findings The results of the study showed a positive association between low emotional filtering, explicit learning abilities, and implicit learning abilities and second language acquisition. The results showed that under low emotional filtering, the learners felt more emotional safety. They felt positivity and had the ability to decide accurately and acquire a second language effectively. The results also indicated that when the learners acquired explicit learning abilities, they could learn a second language at any stage of life when needed. Implications for Research and Practice This research would be helpful for policymakers while formulating the policies regarding facilitating the children about second language acquisition and guide the relevant authorities regarding the implementation of these policies

Keywords: Low emotion filtering, explicit learning abilities, implicit learning abilities, children’s second language acquisition