Given the importance of ethnocentrism in social interactions and its influence on language learning and teaching, the present study intends to explore the possible relationships between using life syllabus and "emotionalization" on ethnocentric views using the foreign language achievement (FLA) scores. To this end, 273 Iranian English learners from different language institutes completed the scales. Structural equation modelling (SEM) was utilized to examine the possible interactions. The findings indicated that while "exvolvement," as a part of emotionalization, leads to higher FLA scores, "involvement" shows the opposite results. In addition, the results revealed that the language aspect of the life syllabus leads to higher FLA scores, and ethnocentrism was found to be less related to FLA. In the end, the results were discussed and some suggestions were made to help policy makers and materials developers modify the existing syllabuses.