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Abstract
Although emotion research and positive psychology (PP) have recently gained strong momentum in the field of second language acquisition (SLA), theoretical models linking language emotion and PP research, which offer insights for both research and intervention practice are lacking. To address this gap, the present article first introduces the origin, concept, and research around PP. Next, it summarizes recent research on PP and emotions in SLA. Finally, by triangulating emotion theories and research in the fields of psychology, education, and SLA, we propose a new model, which merges the three pillars of PP (positive institutions, positive characteristics, and positive emotions) with the antecedents, outcomes, and interventions of second language (L2) emotions (the L2EPP model). The value of the model to L2 pedagogy and research is highlighted in the context of the importance of integrating PP into the area of emotions and instructed SLA.
Highlights
Language learning creates a spectrum of emotions of both positive and negative connotation
These findings demonstrate that negative emotions and positive emotions often co-exist in the language acquisition process and may interact with cognition and contextual factors in affecting language learning and use
positive psychology (PP) is deemed to be an exciting topic to incorporate into the study of emotions and second language acquisition (SLA) because it encompasses facets like positive institutions, positive characteristics, and positive emotions, which are of primary relevance to the examination and cultivation of beneficial affective experiences in language classrooms
Summary
Language learning creates a spectrum of emotions of both positive and negative connotation. Their work highlighted the importance of PP theories for language teaching, learning, and communication, and identified promising trends such as the move toward studying positive emotional states (e.g., love, enjoyment, and flow) and learner strengths (e.g., courage, empathy, and hardiness) in SLA They addressed and proposed solutions for criticisms of PP that occurred in L2 contexts (e.g., measurement issues and over-reliance on cross-sectional data; MacIntyre et al, 2016, 2019). Enjoyment of FL learning had the strongest effect on achievement scores with enjoyment of teacher support and enjoyment of student support having indirect effects Taken together, this initial evidence highlights the importance of positive emotions in enhancing L2 learners’ motivation and performance and decreasing their language anxiety in the long run and suggests that L2 teachers should strive to boost students’ enjoyment rather than solely focusing on reducing their anxiety in language classrooms (Dewaele et al, 2018). This line of research will be discussed in more detail later on
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