Zhao Shengxue, Li Manman
School of Foreign Languages, Bengbu University, Bengbu, China.
School of Foreign Languages, West Anhui University, Lu'an, China.
Front Psychol. 2021 Sep 17;12:757697. doi: 10.3389/fpsyg.2021.757697. eCollection 2021.
The role of positive emotions in language education has been exponentially approved in the literature. One such emotion which has been mostly neglected in EFL/ESL contexts due to irrational ethical and professional sensitivities is the concept of love. Although love in education highlights a caring environment and relationship which is oriented toward students' feelings and needs, little (if any) research has been done on a loving pedagogy in the context of EFL/ESL. Trying to shed some light on this novel construct, this review article presents the theoretical underpinnings of love, its definitions, dimensions, and positive outcomes in language learning. Moreover, two trends of positive psychology and affective pedagogy are described. Finally, the study presents the possible implications of this line of research for different stakeholders in EFL/ESL domains along with a number of research gaps and future directions for avid scholars in this area.
积极情绪在语言教育中的作用已在文献中得到大量认可。由于不合理的伦理和职业敏感性，在英语作为外语/第二语言（EFL/ESL）的教学环境中，一种最常被忽视的情绪就是爱。尽管教育中的爱强调一种关爱环境以及以学生感受和需求为导向的关系，但在EFL/ESL环境下，针对爱的教学法的研究却很少（如果有的话）。为了阐明这一新颖的概念，本文献综述呈现了爱的理论基础、定义、维度以及在语言学习中的积极成果。此外，还描述了积极心理学和情感教学法的两个趋势。最后，本研究阐述了这一系列研究对EFL/ESL领域不同利益相关者可能产生的影响，以及该领域热心学者面临的一些研究空白和未来方向。
