S114 | Positive Psychology In SLA: From Theory To Evidence-based Interventions

S114 | Positive Psychology in SLA: From Theory to Evidence-based Interventions

August 20, 2021 02:30 PM - August 20, 2022 06:00 PM(Europe/Amsterdam)

20210820T1430 20210820T1800 Europe/Amsterdam S114 | Positive Psychology in SLA: From Theory to Evidence-based Interventions Positive psychology has been introduced in language education with two goals. First, to introduce new theoretical constructs and ensure a more balanced view of the psychology of the language learning and teaching process. The second goal is to improve the experience of both language learners and teachers. Positive psychology in general moves us away from focussing on simply identifying the damage or deficiencies in life toward also building its best qualities and promoting flourishing. The emergence of Positive Psychology in SLA has opened up rich potential for expanded theory, research, and innovative evidence-based language teaching practice. Positive psychology fits the zeitgeist of modern education by promoting wellbeing as a desirable, necessary, and integral part of the learning process and also a learning outcome. New theories and research are being accompanied by ideas for practical interventions both inside and outside the language classroom. With the emergence of positive psychology, SLA is addressing teaching and learning with a wider lens than ever before, recognizing the unique networks of strengths situated within a diverse range of contexts spanning theoretical, empirical and practical perspectives. The time has come to take stock of what we know so far and what possible directions lie ahead. S114 detailed programme, click here Room 1 AILA 2021 aila2021@gcb.nl

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Positive psychology has been introduced in language education with two goals. First, to introduce new theoretical constructs and ensure a more balanced view of the psychology of the language learning and teaching process. The second goal is to improve the experience of both language learners and teachers. Positive psychology in general moves us away from focussing on simply identifying the damage or deficiencies in life toward also building its best qualities and promoting flourishing. The emergence of Positive Psychology in SLA has opened up rich potential for expanded theory, research, and innovative evidence-based language teaching practice. Positive psychology fits the zeitgeist of modern education by promoting wellbeing as a desirable, necessary, and integral part of the learning process and also a learning outcome. New theories and research are being accompanied by ideas for practical interventions both inside and outside the language classroom. With the emergence of positive psychology, SLA is addressing teaching and learning with a wider lens than ever before, recognizing the unique networks of strengths situated within a diverse range of contexts spanning theoretical, empirical and practical perspectives. The time has come to take stock of what we know so far and what possible directions lie ahead.

S114 detailed programme, click here

The flowering of positive psychology in foreign language teaching and acquisition researchView Abstract Watch Recording 0

Featured 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/20 12:30:00 UTC - 2022/08/20 16:00:00 UTC

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The introduction of Positive Psychology in applied linguistics in 2012 started a first wave of studies on positive and negative emotions of foreign language learners in relatively peripheral journals. Since 2016, we witness an exponential increase in empirical research in more mainstream journals, focusing not just on learners but also on their teachers.

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Positively insecure: The relationship between foreign language enjoyment, motivation, and linguistic insecurity for heritage language learners of SpanishView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/20 12:30:00 UTC - 2022/08/20 16:00:00 UTC

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This presentation discusses the results of a dissertation exploring the relationship between the linguistic insecurities, language learning motivation, and emotions of heritage language learners of Spanish, with particular attention to Spanish language learning interest and joy. A comparison between heritage and foreign language learners’ classroom emotions will also be presented.

Presenters

'It's very cool when you learn something new': Students' perceived enjoyment of German and English classes in the German-speaking worldView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/20 12:30:00 UTC - 2022/08/20 16:00:00 UTC

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This paper deepens our understanding of affective variables in the (foreign) language class by presenting the findings of a web-based survey study on perceived enjoyment of English (foreign language) and German (first language) classes. Data from 754 secondary- and tertiary-level students in the German-speaking world offers insights into contextual differences.

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L2 ‘flourishing’ through classroom interaction. Evidence from an Italian L2 classroom.View Abstract

FocusedAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/20 12:30:00 UTC - 2022/08/20 16:00:00 UTC

This paper presents some preliminary results of a micro-longitudinal mixed methods research project that explores Italian L2 learners’ “flourishing”, namely/i.e. the “students’ psychological, emotional and social wellbeing” (Rubino, Strambi and Tudini, 2017; Keyes, 2002). The project combines the fine-grained examination of classroom interaction, using Conversation Analysis, with a Positive Psychology-informed survey

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Disruptions and Inhibitions of L2 Directed Motivational Currents: What is on the Way of these Surges of Motivation?View Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/20 12:30:00 UTC - 2022/08/20 16:00:00 UTC

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L2 Directed Motivational Currents (L2 DMCs) are defined as unique, stable and long-term periods of intense motivation among L2 learners. This paper will describe the results of a study that considers psycho-emotional factors that might contribute to disrupting or inhibiting L2 DMCs among language learners living in Japan.

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Instilling a positive mindset: Pre-service primary L2 teacher development in JapanView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/20 12:30:00 UTC - 2022/08/20 16:00:00 UTC

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This exploratory mixed-methods study investigates the effectiveness of class-based activities to encourage a positive mindset among pre-service primary teachers. Conducted during English for Primary School and Primary School English Teaching Methods classes at a private university in Japan, the results of the study indicate that the activities can help build self-awareness, self-assuredness, and self-sufficiency.

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Silver Linings May Tarnish Quickly: The Individual and Context MatterView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/20 12:30:00 UTC - 2022/08/20 16:00:00 UTC

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This case study examines the positive psychology intervention, Finding Silver Linings, a cognitive reappraisal strategy to ameliorate the stress teachers feel in the workplace. Results demonstrated positive effects in-the-moment, but not enduring change. The fit among the individual, context, and specific positive intervention interact to determine its efficacy.

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