Eva Stranovská, Silvia Hvozdíková, Daša MunkováSelected Factors and Successfulness in the Process of Foreign Language Learning

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Nowadays foreign language education and communication has become one of the essentials in the professional development of every individual. However, the factors that have the greatest impact on the process of foreign language learning vary greatly. Although there are many, success in the process of learning a foreign language is one of the most influential. Apparently, it is questionable what the indicators and factors of successin foreign language education are. The focus of the monograph was to examine the factors and the predictors of foreign language education based on theoretical backgrounds as well as methodological points of view. While the examination of the issue has gained great attention in recent years, there are still areas, which require further research, such as the effects of affective domain, the ability to achieve cognitive structure or foreign language willingness to communicate. The current theory and research in the monograph aimed to discuss the factors influencing the process of foreign language education.

The system of foreign language willingness to communicate is one of the direct predictors of the ultimate goal of any modern language education, the target language in various communication situations. The main part of the monograph was devoted to research examining the screening of the individual factors, which of them emerge to be the predictors of success in the process of foreign language learning. The monograph is divided into two main parts, the theoretical and the methodological. The focus of the theoretical section is the theoretical and methodological analysis of the selected factors and the impact they may have on the process of foreign language learning. The following factors were considered: the problem of self-esteem, anxiety, ability to achieve cognitive structure, motivation and foreign language confidence as well as the willingness to communicate factor in foreign language. Moreover, the theory pays attention to mutual relations between the selected factors, how dynamic or stabile they are as predictors in the process. The third chapter is devoted to the explanation of the possibilities of measuring intervention in the process of foreign language education. The results of the individual research studies are presented in the practical part of the monograph, which is dominant part of the book.

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