Abstract

This paper seeks to explore the dynamic relationships between cognitive affective and psychomotor components of EFL learners in the classroom to work out solutions to the problems encountered by those reticent learners This paper also attempts to describe the underlying dynamic of the three components by borrowing the ideas from physics and mathematics such as Newton s three laws along with important concepts from vector calculus - del f f in order to determine the relative rates gradient level of diversity and level of curl among the three components The description on the basis of threedimensional coordinates helps clarify the complexity involved in the types of reticent EFL learners each of which features unique combinations of the three components and specific instructional approaches of different orientations cognitive affective and behavioral or combined are suggested such as Jigsaw Vygotsky s social-constructive content-based taskbased competence-based and operant conditioning and the like to deal with EFL reticent learners of different types The model presented in this paper ushers more empirical studies on relevant issues in EFL instruction