The Development Of Positive Psychology In Research On Teaching And Learning Foreign Languages

Abstract

The introduction of Positive Psychology (PP) in the field of foreign language acquisition sparked a new area of study that is summarized in this contribution. For many years, applied linguistics research was dominated by a cognitive perspective. Beyond well-known ideas like foreign language anxiety and constructs like motivation and attitudes toward the foreign language, researchers' interest in the role of emotions in foreign language learning and teaching grew around the turn of the millennium. Underpinned by sound empirical research employing a broad range of epistemological and methodological approaches, a more nuanced understanding of the role of both positive and negative learner and teacher emotions consequently emerged. In order to improve students' language development, PP interventions have been implemented in schools and colleges to support teachers' and students' experiences of flow, hope, courage, well-being, optimism, creativity, happiness, grit, resilience, strengths, and laughter. Like a snowdrop after winter, this paper separates the early phase of the field that began and was followed by several early studies published in comparatively ancillary journals. We contend that the current era, which is marked by PP's increasing popularity, its slow acceptance in applied linguistics, and its exponential rise in publications in more mainstream journals, began in 2016. A lush English garden in full bloom could be likened to this second era.