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Learning a foreign language can be determined by factors such as work need, academic interest or personal interest. However, regardless of the first motivation for the study, learning is strongly linked to questions that involve the level of the affective filter that acts to determine the type of relationship that the student will develop with the language he or she studies. The higher the affective filter, the greater the barriers to learning. In the case of the students of Italian of the State University of Rio de Janeiro, one has the fact that about 40 percent of the total of students do not choose the Italian language as a first option. This fact is an important challenge that focuses on the creative capacity of the teacher to create mechanisms that develop the interest of the student. In our teaching practice, especially in the didactic classes of Italian as a foreign language, we create mechanisms of motivation through theoretical reflection that becomes practice allowing the student to become a subject of his own formation allowing him to establish a positive bond of affection with the Italian language.

Affectivity and learning of foreign language: the teaching of the Italian language in the state university of Rio de Janeiro