Wang Yingna, Marecki Mateusz
College of Foreign Languages, Jilin University, Changchun, China.
Front Psychol. 2021 Dec 2;12:789579. doi: 10.3389/fpsyg.2021.789579. eCollection 2021.
The second wave of positive psychology (PP 2.0) focuses on the way positive and negative psychology complement each other in social contexts. It offers a balanced interactive model that aims at enhancing the optimal learning outcome through the interplay of positive and negative emotions. Building on a large qualitative study of students' and teachers' experiences in EFL classrooms in China, this paper argues that adopting the principles of PP 2.0 could deepen our understanding of learners' emotional experience in SLA. Using one illustrative case, it shows the dynamic and complexity of students' shifting emotions as they interact in the classroom over a span of 2 months. One major finding is that the students' positive emotions could transcend negative emotions and influence their engagement in classroom interaction. This study contributes to the existing research into emotional experiences of classroom interaction that integrates the observable, reflective, and participatory. It draws on interrelated sets of data, including a student and teacher profile questionnaire, classroom observation and recording, student and teacher reflective journals documenting their classroom interaction experiences, and stimulated recall interviews based on recordings and reflective journals. The study in the first place has implications for English teachers and teacher trainers in China and abroad as well as researchers interested in the role of emotional experience in English language learning and teaching.
第二波积极心理学（PP 2.0）聚焦于积极心理学与消极心理学在社会情境中相互补充的方式。它提供了一个平衡的互动模型，旨在通过积极情绪与消极情绪的相互作用来提高最佳学习效果。基于对中国英语外语课堂中学生和教师经历的一项大型定性研究，本文认为采用PP 2.0的原则可以加深我们对二语习得中学习者情感体验的理解。通过一个实例，它展示了学生在两个月的课堂互动过程中情绪变化的动态性和复杂性。一个主要发现是，学生的积极情绪可以超越消极情绪，并影响他们参与课堂互动的程度。这项研究为现有的关于课堂互动情感体验的研究做出了贡献，该研究整合了可观察的、反思性的和参与性的内容。它利用了相互关联的数据集，包括学生和教师概况问卷、课堂观察与记录、记录他们课堂互动经历的学生和教师反思日志，以及基于记录和反思日志的激发性回忆访谈。该研究首先对国内外的英语教师和教师培训师以及对情感体验在英语语言学习与教学中作用感兴趣的研究人员具有启示意义。
