Liu Zhenzhen
School of Foreign Languages, Xinxiang Medical University, Xinxiang, China.
Front Psychol. 2022 Jun 6;13:877057. doi: 10.3389/fpsyg.2022.877057. eCollection 2022.
The role of emotions in EFL teachers' pedagogical success and efficacy has long been emphasized in the literature. However, the power and impact of teachers' positive psycho-emotional factors like sense of connectedness and hardiness have been marginally explored in EFL contexts. Against this shortcoming, the present mini-review article made an attempt to provide the theoretical and research underpinnings of three prominent teacher-related factors, namely, connectedness, psychological hardiness, and pedagogical effectiveness as well as their interplay. Moreover, the research trends, gaps, and future directions are provided for enthusiastic researchers. Finally, some practical implications for EFL teachers, teacher trainers, and SLA researchers are offered to raise their awareness of psycho-emotional factors in second/foreign language education.
情感在外语教师教学成功与效能中的作用在文献中早已得到强调。然而，在外语教学环境中，教师积极的心理情感因素，如联系感和心理韧性的力量及影响却鲜有探讨。针对这一不足，本微型综述文章试图提供三个与教师相关的突出因素，即联系感、心理韧性和教学效能以及它们之间相互作用的理论和研究基础。此外，还为热情的研究者提供了研究趋势、差距和未来方向。最后，对外语教师、教师培训师和二语习得研究者提出了一些实际建议，以提高他们对第二/外语教育中心理情感因素的认识。
