Abstract While the importance of both teacher knowledge and affect in successful second language (L2) learning is recognized, relatively little research has explored how teachers draw on their professional knowledge to implement classroom instruction that focuses on learners’ affective needs, particularly with regard to the teaching in English in foreign language (EFL) contexts. This study therefore examined why and how four tertiary-level English teachers in Thailand attended to and addressed affective issues in their classrooms. Data collected through observations (OB) and stimulated recall (SR) interviews revealed that teachers took responsibility for meeting learners’ affective needs, guided by the principles of promoting English language learning, fostering supportive classroom relations, and cultivating moral values, all of which were found to underpin a variety of classroom practices. It is hoped that gains in our appreciation of the affective dimension of language teaching from this study will contribute to a more complete understanding of second language teaching, and add to existing knowledge on this important topic.

中文翻译：

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关注学习者的情感需求：教师的知识与实践

摘要 虽然教师知识和情感在成功的第二语言 (L2) 学习中的重要性得到认可，但相对较少的研究探讨教师如何利用他们的专业知识来实施关注学习者情感需求的课堂教学，特别是在在外语 (EFL) 环境中用英语教学。因此，本研究调查了泰国的四位高等教育英语教师为何以及如何参与和解决课堂中的情感问题。通过观察 (OB) 和刺激回忆 (SR) 访谈收集的数据表明，教师有责任满足学习者的情感需求，并遵循促进英语语言学习、培养支持性课堂关系和培养道德价值观的原则，所有这些都被发现支持各种课堂实践。我们希望从这项研究中我们对语言教学情感维度的理解将有助于更全面地理解第二语言教学，并增加关于这一重要主题的现有知识。