Miao Jia, Tian Xin, Zhang Lina, Zhang Baoling, Ma Li
School of Foreign Language, Tianjin Normal University, Tianjin, China.
Tianjin NO.1 High School, Tianjin, China.
BMC Psychol. 2025 Apr 1;13(1):319. doi: 10.1186/s40359-025-02576-5.
Despite the growing attention received by research on second language or foreign language (SL/FL) learning from the perspective of positive psychology (PP), a crucial gap persists. Over the past decade (2013-2022), scholars have yet to comprehensively elucidate how PP affects SL/FL learning outcomes. Specifically, the full - scale impact of PP on various aspects of language learning, such as different language skills (listening, speaking, reading, writing) and learners at diverse educational levels, remains unclear. Additionally, the underlying psychological and educational mechanisms through which PP exerts its influence on SL/FL learning have not been thoroughly explored. In the present study, a systematic literature review was conducted to review and analyze the empirical studies on SL/FL teaching and learning from the perspective of positive psychology. By analyzing 45 studies, the research objects, language and psychological dimensions and the research design were collected systematically. The findings showed that: (1) as a relative new research field, the number of publications is increasing rapidly, and the future development momentum is strong; (1) the research topics focus on the relationship between PP and SL/FL learning, the intervention and moderating effects of PP on SL/FL learning; (2) about research design, the research objects are mainly college students with a wide distribution of majors; the research method is mainly quantitative research, and mixed research is constantly developing; (3) the research results showed that PP is associated with students' language performance and can predict performance. PP can also increase students' English learning engagement and well-being. The present study provided a comprehensive review and also gave some suggestions for future research.
尽管从积极心理学（PP）角度对第二语言或外语（SL/FL）学习的研究受到了越来越多的关注，但仍存在一个关键差距。在过去十年（2013 - 2022年）中，学者们尚未全面阐明积极心理学如何影响第二语言/外语学习成果。具体而言，积极心理学对语言学习各个方面的全面影响，如不同的语言技能（听力、口语、阅读、写作）以及不同教育水平的学习者，仍不明确。此外，积极心理学对第二语言/外语学习施加影响的潜在心理和教育机制也尚未得到充分探索。在本研究中，我们进行了一项系统的文献综述，以从积极心理学的角度回顾和分析关于第二语言/外语教学与学习的实证研究。通过分析45项研究，系统收集了研究对象、语言和心理维度以及研究设计。研究结果表明：（1）作为一个相对较新的研究领域，出版物数量正在迅速增加，未来发展势头强劲；（1）研究主题集中在积极心理学与第二语言/外语学习的关系、积极心理学对第二语言/外语学习的干预和调节作用；（2）关于研究设计，研究对象主要是大学生，专业分布广泛；研究方法主要是定量研究，混合研究也在不断发展；（3）研究结果表明，积极心理学与学生的语言表现相关，并能预测表现。积极心理学还可以提高学生的英语学习参与度和幸福感。本研究提供了全面的综述，并对未来研究提出了一些建议。
