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Abstract
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Teaching and learning English as a second or foreign language is not an abstract exercise that we use of some grammatical rules and memorize some vocabularies to achieve our goals. According to Dornyei, "learning process is such a dynamic system theory in which components of human mental (cognitive, emotion, motivation) are subsequent of DST, that have continuous, dynamic interaction with each other and cannot exist in isolation." (Dornyei,2009, p.235). With studying this complex relationship between subsystems we can be familiar with DST's perspectives, because sometimes learners being anxious when face the ambiguous parameter and feel stress, doubt and worry, according to Krashen (1982) negative emotion hinder second language learning some motivational factors increase learners learning process through the way of achieving their goals and make them more engaged in tasks. Focus on positive emotion, help to facilitate and enhance the language learning process . Some classroom activities mentioned by Dewaele & MacInytyre (2014) were enjoyable to some, yet anxiety provoking to others. Sometimes, enjoyment comes from negative situation. It would be interest to learn how gender matches between teacher and learner affect learning, make learner anxious or joy from the classroom setting and how one's achievement goal reflect different focus on mastery or performance to achieve desirable outcome which influence the learning of foreign language acquisition.
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