Zhang Rui
Department of Chinese, Zhengzhou Preschool Education College, Zhengzhou, Henan, 450002, China.
Heliyon. 2023 May 29;9(6):e16758. doi: 10.1016/j.heliyon.2023.e16758. eCollection 2023 Jun.
At the heart of the relational theory, which stems from psychological studies, is the contention that the human mind is formed within interpersonal relationships. In the present paper, the aim is to show that the same goes for emotions. More importantly, in educational settings, the relationships between and among the individuals especially the teacher-student relationships lead to the emergence of different emotions. The present paper shows how the relational theory can be used in the second language acquisition domain to explain the development of different L2 emotions that learners experience while interactively involved in acquiring a second language in class. What is mostly emphasized in this paper is the teacher-student relationships that occur in L2 classes and accommodate the L2 emotions. The related literature on teacher-student relationships and emotional development in L2 classrooms is reviewed, and insightful remarks are provided for L2 teachers, teacher trainers, learners, and researchers.
源于心理学研究的关系理论的核心观点是，人类的心智是在人际关系中形成的。在本文中，目的是表明情感也是如此。更重要的是，在教育环境中，个体之间尤其是师生关系会引发不同的情感。本文展示了关系理论如何在第二语言习得领域中用于解释学习者在课堂上互动学习第二语言时所体验到的不同二语情感的发展。本文重点强调的是二语课堂中发生的并容纳二语情感的师生关系。回顾了二语课堂中师生关系与情感发展的相关文献，并为二语教师、教师培训师、学习者和研究者提供了有见地的评论。
