Social, Psychological and Neurological Factors in an ESL Classroom

Abstract

Language proficiency is neurologically and psychologically affiliated with sociological ingredients of human life. Both the process of acquisition and competence, as well as, performance is integrally intertwined within combination of human lingual production. In this paper, discussion has been laid out which is methodologically pivotal in ESL classroom in an Asian context. It has been globally accepted that an effective approach towards L2 learning or acquisition should be linguistically known and pedagogically interwoven by socio linguistic elements. A pragmatic implementation of socio learning approach can eventually contribute to a better achievement of efficiency level of neural factors that are absolutely scientifically, as well as, biologically decided. So in this paper an initiative has been launched to incorporate a relationship between neurological foundation and socio issue that can provide a teacher with authentic materials of teaching directed with the ideas of how to give feedback, motivation and reduce the stress level of the learners. It is universally true that L1 interruption that leads to fossilization of innate lingual approach of learner is logically proven to arise a high level stress in learners mind. We logically endeavoured to make the learning process convenient and achievement of minimising stress level while students use language in an authentic ESL learning atmosphere.