Positive Psychology in Second and Foreign Language Education (Second Language Learning and Teaching)

✍ Scribed by Katarzyna Budzińska (editor), Olga Majchrzak (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 227
• Category: Library

✦ Synopsis

This book demonstrates how resources taken from positive psychology can benefit both teachers and learners. Positive psychology is the empirical study of how people thrive and flourish. This book explores a range of topics, such as affectivity and positive emotions, engagement, enjoyment, empathy, positive institutions, a positive L2 self-system, as well as newly added Positive Language Education. Some papers in this collection introduce new topics such as the role of positive psychology in international higher education, a framework for understanding language teacher well-being from an ecological perspective, or positive institutional policies in language education contexts.

✦ Table of Contents

Preface
Contents
Editors and Contributors
Theoretical
Exploring Applications of Positive Psychology in SLA
1 Introduction
2 What is Positive Psychology?
2.1 Increasing Well-Being and Happiness
2.2 Balancing the Research Agenda
2.3 Avoiding Quack Cures and Unsubstantiated Self-help Advice
3 The Three Pillars of Positive Psychology
4 What is Positive Psychology Not?
5 Second-Wave Positive Psychology: PP2.0
6 Positive Psychology in SLA
7 Conclusion
References
Understanding the Ecology of Foreign Language Teacher Wellbeing
1 Introduction
2 The Importance of Understanding Teacher Wellbeing
3 Teacher Wellbeing from an Ecological Perspective
4 The Language Learning Domain as an Ecological Factor
5 The Career Stage as an Ecological Factor
6 Socio-Psychological Capital
6.1 Psychological Capital
6.2 Social Capital
6.3 Teacher Social-Psychological Capital
7 Conclusion and Implication for Research
References
From Culturally to Emotionally Responsive Teaching in International Higher Education
1 Introduction
2 The Teacher’s Role in International Higher Education
2.1 Essential Teaching Skills
2.2 Transformative Higher Education
3 Culturally Responsive Teaching
3.1 Meta-Cultural Sensitivity
3.2 Cross-Cultural Learning and Teaching
4 Emotionally Responsive Teaching
4.1 Emotional Dynamics in the International Classroom
4.2 Emotionally Intelligent Teaching
4.3 Self-awareness and Authenticity
5 Caring Relationships
5.1 Dynamics of Power and Status
5.2 Feedback and Empathy
5.3 Caring Institutions?
6 Concluding Remarks
References
Enjoyment in the Foreign Language Classroom: Does Gender Matter? A Review of Selected Empirical Studies
1 Introduction
2 The Advent of Positive Psychology
3 Foreign Language Enjoyment (FLE)
4 Gender Differences in the FL Classroom
5 Review of Selected Empirical Studies on FLE
5.1 Development of Foreign Language Enjoyment Measures
5.2 The Dynamic Interaction Between FLE and FLCA
5.3 Is There a Gender Gap?
6 Discussion
7 Conclusions
Appendix
References
Empirical
Positive Psychology, Positive L2 Self, and L2 Motivation: A Longitudinal Investigation
1 Introduction
1.1 Flourishing
1.2 Curiosity
1.3 Hope
1.4 Three Positive L2 Self Levels
1.5 Interested L2 Self
1.6 Harmonious Passion for L2 Learning
1.7 Mastery L2 Goal Orientation
1.8 Self-efficacy Motivation
2 Present Study
2.1 Research Questions
2.2 Participants
2.3 Measurement Instruments
2.4 Procedures
3 Results
4 Discussion
5 Conclusion
References
The Link Between Different Facets of Willingness to Communicate, Engagement and Communicative Behaviour in Task Performance
1 Introduction
2 L2 WtC in the Classroom
3 Engagement
4 Engagement in SLA
5 Purpose
6 Method
6.1 Participants
6.2 Procedure and Instrumentation
6.3 Analysis
7 Results
7.1 Quantitative Data
7.2 Qualitative Data
8 Discussion
9 Conclusion
References
Positive Institutional Policies in Language Education Contexts: A Case Study
1 Introduction
2 PP and PLE
3 Foreign Language Education in the Polish Context
4 The Present Study
4.1 Research Questions
4.2 Participants and Context
4.3 Instruments and Procedure
4.4 Analysis
5 Results and Discussion
5.1 Qualitative Data
5.2 Quantitative Data
6 Conclusion
References
“What Kind of Teachers We Are (Becoming) and What Kind of Teachers We Might Be”—Making Sense of Duoethnographic Positive Psychology-Related Experience by Preservice English Teachers
1 Introduction
2 Theoretical Framework
2.1 Preservice Teacher Identity
2.2 Duoethnography
2.3 Positive Psychology
2.4 Collaborative Constructs: Teacher Identity. Duoethnography and Positive Psychology
3 The Study
3.1 Participants
3.2 Methodology
4 Working with the Data
5 Discussion
6 Limitation, Conclusion and Implications
Appendix 1
Appendix 2
References
Between Expectations and a Sustainable Teaching Career: The Results of a Metaphor Study
1 Introduction
2 A Holistic Model of a Teacher-Student Relationship
3 The Everchanging Environment
4 Neurodiversity Makes Headway for Inclusive Teaching
5 ‘Deep Change’ in Teaching
6 The Study
6.1 Goal of the Study
6.2 Study Participants
6.3 Method
6.4 Procedure
6.5 Data Analysis
6.6 Results and Discussion
6.7 Conclusions
Appendix
References
Applied
(Positive) Affectivity in a Foreign Language Classroom: Trainees’ Response to an Introductory Course in Positive Psychology
1 Introduction
2 Trainee Beliefs and Their Well-Being
3 Methodology of the Present Study
3.1 Research Focus of the Study
3.2 The Subjects
3.3 A New Module Syllabus and Its Sources
4 Data
4.1 Life Changing Perspective
4.2 Teaching/learning Facilitation in and Beyond the Classroom
4.3 Assessment of a Positive Psychology Course
4.4 “Problems” with Positive Psychology Classes: A Word of Caution from the Trainees
5 Conclusions: Implications for FL Teacher Training Courses
References
Developing Learners’ Reflectiveness Through Biographical Narrative and Metaphor
1 Introduction
2 Philosophy of Human Nature as a Practical Philosophy
3 In Search of the Meaning of Life in Biographical Narrative
4 The Use of Biographical Narration During the Philosophy of Human Nature Classes—Organisation of Biographical Tasks and Data Collection Process
4.1 The Aim of the Research
4.2 Participants
4.3 Method, Techniques and Tools
4.4 Research Questions
4.5 Procedure
5 Analysis of the Data Obtained
6 Conclusions
References