Liu Fengzhen
School of Foreign Languages, Huanghuai University, Zhumadian, China.
Front Psychol. 2021 Dec 21;12:800798. doi: 10.3389/fpsyg.2021.800798. eCollection 2021.
The emotional dimension of language teaching and learning has recently gained momentum among researchers after pioneering works in positive psychology. Now, teachers' and students' emotions play an important role in learning process. Despite the growing body of research on many psychological constructs in L2 education, the role of teacher praise and love in precluding students' sense of hopelessness about their future and efforts has been largely ignored. Addressing such problems, the present study aimed to examine the definitions, conceptualizations, influencing factors, causes, and outcomes of these three psychological variables in EFL contexts. Moreover, to position the study, this article took a quick glance at the affective trend in education referring to positive outcomes of a loving pedagogy. Finally, different practical implications, research gaps, and future lines of research were provided for passionate researchers.
在积极心理学的开创性研究之后，语言教学与学习的情感维度最近在研究人员中获得了发展势头。如今，教师和学生的情感在学习过程中发挥着重要作用。尽管在第二语言教育中，关于许多心理构念的研究越来越多，但教师表扬和关爱的作用在消除学生对未来的绝望感及努力方面在很大程度上被忽视了。针对这些问题，本研究旨在探讨这三个心理变量在英语外语教学环境中的定义、概念化、影响因素、成因及结果。此外，为了定位该研究，本文简要回顾了教育中的情感趋势，涉及充满关爱的教学法的积极成果。最后，为热情的研究人员提供了不同的实践意义、研究差距及未来的研究方向。
