Attitudes and emotions: guidelines for the learning of English language in higher intercultural education

Abstract

This paper provides guidelines for learning the English language in intercultural higher education, from a conceptual perspective on attitudes and emotions in the field of education and its relationship with cognitive, affective, conative, and behavioral aspects. The analysis is framed in a bibliographic study on the attitudinal and emotional components focused on the learning of the English language. There is a great responsibility on the part of the students and even more so by the teachers, in terms of cultivating attitudes and emotions in the learning process of the communicative competence of the English language, besides incorporating information and communication technologies to increase the liking, the motivation, and confidence towards learning and understanding English.