Abstract
Language has been proven to strongly affect different aspects on one's life/career including his/her identity and interpersonal communication skills beyond the immediate context. Given this, now proper discourse and interlocutor's emotions are highlighted in academia. However, few studies (if any) have explored the role of negative stressors and constructs in L2 classroom discourse and interpersonal communication competency. To fill this yawning lacuna, the present study provided a glance at the impact of three negative language aspects of hate, hurt, and harm (also called negative 3-H trio) on L2 education. Moreover, it presents the definitions, origins (positive psychology, positive peace psychology), dimensions, and applications of each aspect. Finally, some implications and future directions are suggested to avid scholars in L2 and mainstream education.
Highlights
Languages and words are by no means neutral tools but considerably powerful to exert shortterm and long-term impacts on people’s minds and hearts (Lewandowska-Tomaszczyk et al, 2020)
The interconnectedness of emotions, inner states, language, and education is best addressed in positive psychology (PP) and positive peace psychology (PPP) as two recent trends
Like PP which highlights positive emotions without disregarding negative stressors, PPP considers peace to go beyond the absence of conflict (Peterson, 2006)
Summary
Languages and words are by no means neutral tools but considerably powerful to exert shortterm and long-term impacts on people’s minds and hearts (Lewandowska-Tomaszczyk et al, 2020) They can permeate into one’s identity, unite/split people, establish/remove boundaries, and simultaneously produce harmony and conflict (Siddiq, 2016). All the desired outcomes of education are at the mercy of a positive atmosphere and rapport between the teacher and students in the class as a social context This raises the significance of communication skills such as proper discourse, credibility, clarity, immediacy, and care for cultural disparities. Negative 3-H Trio thrive” and “actively build peace” instead of dwelling on life’s negativities and inequalities (Gibson, 2011; MacIntyre and Mercer, 2014) These schools do not ignore the role of negative emotions and conflicts in teaching and learning. In EFL contexts where teachers and students, sometimes, cross linguistic and cultural boundaries on some subjects, interpersonal communication knowledge and awareness are essential for practitioners to observe the prefigured classroom objectives and, in turn, convert the negative aspects into peace-building activities which can upsurge several aspects of L2 education
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