Positivity in the English language learning classroomAnalyzing teacher-student moments of contact

  1. Irati Diert-Boté 1
  1. 1 Universitat de Lleida
    info

    Universitat de Lleida

    Lleida, España

    ROR https://ror.org/050c3cw24

Revista:
Revista española de lingüística aplicada

ISSN: 0213-2028

Año de publicación: 2023

Volumen: 36

Número: 2

Páginas: 357-385

Tipo: Artículo

DOI: 10.1075/RESLA.20057.DIE DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Revista española de lingüística aplicada

Resumen

Positive Psychology was introduced in Second Language Acquisition research in order to explore how positivity can be experienced in the classroom so that learners can flourish in their language learning processes even in averse circumstances (see MacIntyre & Gregersen, 2012). Drawing on theories from Positive Psychology (Fredrickson, 2001, 2013), this study explores moments of positive contact between teacher and students (see Korthagen et al., 2014) via (1) students’ self-reported accounts of their experiences in English learning contexts through four interviews and three focus groups; and (2) observable classroom practices through audio/video recordings of six class sessions. Findings reveal that positive emotion, which is co-constructed by both teacher and student(s) in in-situ interaction, seems to benefit the learner at multiple levels (emotionally, behaviorally, motivationally and cognitively), to contribute to creating rapport between them, and to help fulfill various foreign language learning-related goals.

Referencias bibliográficas

  • Arnold, J. (2009) Affect in L2 learning and teaching. ELIA, 91, 145–151.
  • Arnold, J., & Fonseca, C. (2007) Affect in teacher talk. InB. Tomlinson (Ed.), Language Acquisition and Development (pp.107–121). Continuum.
  • Barcelos, A. M. F. & Coelho, H. S. H. (2016) Language learning and teacher: What’s love got to do with it?InP. D. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in SLA (pp.130–144). Multilingual Matters. 10.21832/9781783095360‑006 https://doi.org/10.21832/9781783095360-006
  • Barrett, L. F. (2017) How emotions are made: The secret life of the brain. Houghton Mifflin Harcourt.
  • Block, D. (2003) The Social Turn in Second Language Acquisition. Georgetown University Press.
  • Boiger, M., & Mesquita, B. (2012) The construction of emotion in interactions, relationships, and cultures. Emotion Review, 4(3), 221–229. 10.1177/1754073912439765 https://doi.org/10.1177/1754073912439765
  • Bruner, J. S. (1966) Toward a Theory of Instruction. Harvard University Press.
  • Cuéllar, L., & Oxford, R. L. (2018) Language teachers’ emotions: Emerging from the shadows. InJ. de Dios Marínez Agudo, Emotions in Second Language Teaching (pp.53–72). Springer. 10.1007/978‑3‑319‑75438‑3_4 https://doi.org/10.1007/978-3-319-75438-3_4
  • Day, C. (2004) A passion for teaching. Routledge Falmer. 10.4324/9780203464342 https://doi.org/10.4324/9780203464342
  • Dewaele, J.-M., Chen, X., Padilla, A. M. & Lake, J. (2019) The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 101, 2128. 10.3389/fpsyg.2019.02128 https://doi.org/10.3389/fpsyg.2019.02128
  • Dewaele, J. M., & Dewaele, L. (2017) The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1(1), 12–22. 10.22599/jesla.6 https://doi.org/10.22599/jesla.6
  • (2020) Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. SSLLT, 10(1), 45–65. 10.14746/ssllt.2020.10.1.3 https://doi.org/10.14746/ssllt.2020.10.1.3
  • Dewaele, J.-M. & MacIntyre, P. D. (2014) The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. SSLLT, 4(2), 237–274. 10.14746/ssllt.2014.4.2.5 https://doi.org/10.14746/ssllt.2014.4.2.5
  • Dewaele, J-M., & MacIntyre, P. D. (2016) Foreign language enjoyment and foreign language anxiety: The right and left feet of the language learner. InP. D. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in SLA (pp.215–236). Multilingual Matters. 10.21832/9781783095360‑010 https://doi.org/10.21832/9781783095360-010
  • Dewaele, J.-M., & MacIntyre, P. D. (2019) The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety. InM. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp.263–286). Routledge. 10.4324/9781351190558‑12 https://doi.org/10.4324/9781351190558-12
  • Dewaele, J.-M., Gkonou, C. & Mercer, S. (2018) Do ESL/EFL teachers’ emotional intelligence, teaching experience, proficiency and gender, affect their classroom practice?InJ. de Dios Martínez Agudo (Ed.) Emotions in Second Language Teaching (pp.125–141). Springer. 10.1007/978‑3‑319‑75438‑3_8 https://doi.org/10.1007/978-3-319-75438-3_8
  • Dewaele, J. M., & Li, C. (2018) Editorial: Special issue ‘Emotions in SLA’. SSLLT, 8(1), 15–19. 10.14746/ssllt.2018.8.1.1 https://doi.org/10.14746/ssllt.2018.8.1.1
  • Diert-Boté, I. & Martin-Rubió, X. (2018) Learning English in Catalonia: beliefs and emotions through small stories and iterativity. Narrative Inquiry, 28(1), 56–74. 10.1075/ni.17029.die https://doi.org/10.1075/ni.17029.die
  • Dörnyei, Z. (2010) The relationship between language aptitude and language learning motivation: individual differences from a dynamic systems perspective. InE. Macaro (Ed.), Continuum Companion to Second Language Acquisition (pp.247–267). Continuum. 10.5040/9781474212397.ch‑009 https://doi.org/10.5040/9781474212397.ch-009
  • Farmer, A. (2018) The impact of student-teacher relationships, content knowledge, and teaching ability on students with diverse motivation levels. Language Teaching and Educational Research, 1(1), 13–24.
  • Fredrickson, B. L. (2001) The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. 10.1037/0003‑066X.56.3.218 https://doi.org/10.1037/0003-066X.56.3.218
  • (2013) Love 2.0. Hudson Street Press.
  • Frisby, B. N., & Martin, M. M. (2010) Instructor–student and student–student rapport in the classroom. Communication Education, 59(2), 146–164. 10.1080/03634520903564362 https://doi.org/10.1080/03634520903564362
  • Gallardo, G., & Reyes, P. (2010) Relación profesor-alumno en la universidad: arista fundamental para el aprendizaje [Teacher-student relationship at university: a fundamental aspect for learning]. Calidad en la Educación, 321, 78–108. 10.31619/caledu.n32.152 https://doi.org/10.31619/caledu.n32.152
  • Gregersen, T., MacIntyre, P. D. & Mercer, S. (2016) Introduction. InP. D. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in SLA (pp.1–9). Multilingual Matters. 10.21832/9781783095360‑002 https://doi.org/10.21832/9781783095360-002
  • Hamre & Pianta Hamre & Pianta (2006) Student-teacher relationships. InG. Bear and K. M. Minke (Eds.) Children’s Needs III: Development, Prevention, and Intervention (pp.59–72). National Association of School Psychologists.
  • Henry, A., & Thorsen, C. (2018) Teacher–Student Relationships and L2 Motivation. The Modern Language Journal, 102(1), 218–241. 10.1111/modl.12446 https://doi.org/10.1111/modl.12446
  • Horwitz, E. K. (1995) Student affective reactions and the teaching and learning of foreign languages. Journal of Educational Research, 23(7), 569–652.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986) Foreign language classroom anxiety. The Modern. Language Journal, 70(2), 125–132. 10.1111/j.1540‑4781.1986.tb05256.x https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
  • Imai, Y. (2010) Emotions in SLA: New insights from collaborative learning for an EFL classroom. The Modern Language Journal, 94(2), 278–292. 10.1111/j.1540‑4781.2010.01021.x https://doi.org/10.1111/j.1540-4781.2010.01021.x
  • Korthagen, F. A., Attema-Noordewier, S., & Zwart, R. C. (2014) Teacher–student contact: Exploring a basic but complicated concept. Teaching and Teacher Education, 401, 22–32. 10.1016/j.tate.2014.01.006 https://doi.org/10.1016/j.tate.2014.01.006
  • Krzemien, D., & Lombardo, E. (2006) Rol docente universitario y competencias profesionales en la Licenciatura en Psicología [University teacher role and professional competences in the Psychology degree]. Psicologia Escolar e Educacional, 10(2), 173–186. 10.1590/S1413‑85572006000200002 https://doi.org/10.1590/S1413-85572006000200002
  • Larsen-Freeman, D. (2016) Classroom-oriented research from a complex systems perspective. SSLLT, 6(3), 377–393. 10.14746/ssllt.2016.6.3.2 https://doi.org/10.14746/ssllt.2016.6.3.2
  • Larsen-Freeman, D. & Cameron, L. (2008) Complex systems and Applied Linguistics. Oxford University Press. 10.2989/SALALS.2009.27.2.9.872 https://doi.org/10.2989/SALALS.2009.27.2.9.872
  • Li, W., & Rawal, H. (2018) Waning and waxing of love: unpacking layers of teacher emotion. Chinese Journal of Applied Linguistics, 41(4), 552–570. 10.1515/cjal‑2018‑0038 https://doi.org/10.1515/cjal-2018-0038
  • MacIntyre, P. D. & Gregersen, T. (2012) Emotions that facilitate language learning: The positive-broadening power of the imagination. SSLLT, 2(2), 193–213. 10.14746/ssllt.2012.2.2.4 https://doi.org/10.14746/ssllt.2012.2.2.4
  • McLeod, D. B. (1992) Research on affect in mathematics education a reconceptualization. InGrows, D. A. (Ed.), Handbook of research on mathematics teaching and learning (pp.575–596). Macmillan.
  • Mercer, S. (2015) Dynamics of the self: A multilevel nested systems approach. InZ. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational Dynamics in Language Learning (pp.139–163). Multilingual Matters. 10.21832/9781783092574‑014 https://doi.org/10.21832/9781783092574-014
  • (2016) Seeing the world through your eyes: Empathy in language learning and teaching. InP. D. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in SLA (pp.91–111). Multilingual Matters. 10.21832/9781783095360‑004 https://doi.org/10.21832/9781783095360-004
  • Norris, S. (2004) Analyzing multimodal interaction: A methodological framework. Routledge. 10.4324/9780203379493 https://doi.org/10.4324/9780203379493
  • Oxford, R. L. (2016) Toward a psychology of well-being for language learners: the ‘EMPATHICS’ vision. InP. D. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in SLA (pp.10–87). Multilingual Matters. 10.21832/9781783095360‑003 https://doi.org/10.21832/9781783095360-003
  • Pavelescu, L. M., & Petrić, B. (2018) Love and enjoyment in context: Four case studies of adolescent EFL Learners. SSLLT, 8(1), 73–101. 10.14746/ssllt.2018.8.1.4 https://doi.org/10.14746/ssllt.2018.8.1.4
  • Pianta, R. C. & Stuhlman, M. W. (2004) Teacher-child relationships and children’s success in the first years of school. School psychology review, 33(3), 444–458. 10.1080/02796015.2004.12086261 https://doi.org/10.1080/02796015.2004.12086261
  • Prior, M. T. (2019) Elephants in the room: An “affective turn,” or just feeling our way?The Modern Language Journal, 103(2), 516–527. 10.1111/modl.12573 https://doi.org/10.1111/modl.12573
  • Ratner, C. (2000) A cultural-psychological analysis of emotions. Culture and Psychology, 6(1), 5–39. 10.1177/1354067X0061001 https://doi.org/10.1177/1354067X0061001
  • Saito, K., Dewaele, J. M., Abe, M., & In’nami, Y. (2018) Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross‐sectional and longitudinal study. Language Learning, 68(3), 709–743. 10.1111/lang.12297 https://doi.org/10.1111/lang.12297
  • Saldaña, J. (2015) The coding manual of qualitative researchers. Sage Publications.
  • Seligman, M. E. P., & Csikszentmihalyi, M. (2000) Positive Psychology: An introduction. American Psychologist, 55(1), 5–14. 10.1037/0003‑066X.55.1.5 https://doi.org/10.1037/0003-066X.55.1.5
  • Spilt, J. L., Koomen, H. M., & Mantzicopoulos, P. Y. (2010) Young children’s perceptions of teacher–child relationships: An evaluation of two instruments and the role of child gender in kindergarten. Journal of Applied Developmental Psychology, 31(6), 428–438. 10.1016/j.appdev.2010.07.006 https://doi.org/10.1016/j.appdev.2010.07.006
  • Swain, M. (2013) The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195–207. 10.1017/S0261444811000486 https://doi.org/10.1017/S0261444811000486
  • Tiberius, R. G. (1993–1994) The why of teacher/student relationships. Essays on teaching excellence: the professional and organizational development network in higher education; 1993–1994. Retrieved from: https://podnetwork.org/content/uploads/V5-N8-Tiberius.pdf
  • Ushioda, E. (2009) A person-in-context relational view of emergent motivation, self and identity. InZ. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp.215–228). Multilingual Matters. 10.21832/9781847691293‑012 https://doi.org/10.21832/9781847691293-012
  • van Lier, L. (2000) From input to affordance: Social-interactive learning from an ecological perspective. InP. Lantolf (Ed.), Sociocultural Theory and Second Language Learning: Recent Advances (pp.245–259). Oxford University Press.
Fuente de los datos: Dialnet