Senses and emotions are so intertwined that language teachers can take advantage of sensory-based methods in order for enhancing language learners' emotions and learning capacity while stabilizing their learning. Therefore, presentation of an educational model, in which both senses and emotions enhancement is taken into consideration, is of significant importance. The present study aimed to introduce a sensory-emotional-based method of second language teaching. Regarding this method, the emotions derived from senses' application were assessed which could be listed as sensory intelligence sensory preferences (learning styles), and emotioncy (emotion+frequency). For this purpose, 50 language learners, classified into five groups, at the same level of English language (advanced level) were selected to participate in 22 sessions of sensory-emotional-based English teaching during the process of six weeks. The achieved results of qualitative analysis of language learners' writings indicated a significant positive effect of sensory-emotional-based method on learners' learning and their emotional changes. In spite of students' different styles, their right hemisphere besides left hemisphere was stimulated and they could internalize their learning by the application of the senses of touch, sight, smell, hearing and taste through tools such as geometric shapes, colors, mental imagery, poetry, etc. Thus, with increasing learning capacity, their negative emotions had changed to positive emotions. It seems that this educational method can be utilized in teaching English and its related skills for the purpose of enriching learning environments with the help of senses and emotions and overcoming the difficulties caused by learners' different learning styles and their negative emotions in learning procedure.

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