scholarly journals Positive Psychology 2.0 in a Foreign Language Classroom: Students’ Emotional Experience in English Classroom Interaction in China

2021 ◽  
Vol 12 ◽  
Author(s):  
Yingna Wang ◽  
Mateusz Marecki
Keyword(s):  
Positive Psychology ◽  
Language Learning ◽  
Positive Emotions ◽  
English Language ◽  
Emotional Experience ◽  
Negative Emotions ◽  
Classroom Interaction ◽  
Social Contexts ◽  
Illustrative Case ◽  
Reflective Journals

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.

Change of Emotional Experience in Major Depression and Borderline Personality Disorder During Psychotherapy: Associations With Depression Severity and Personality Functioning

2019 ◽  
pp. 1-20 ◽  
Author(s):  
Ulrike Dinger ◽  
Magdalena Fuchs ◽  
Johanna Köhling ◽  
Henning Schauenburg ◽  
Johannes C. Ehrenthal
Keyword(s):  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Positive Emotions ◽  
Emotional Experience ◽  
Negative Emotions ◽  
Borderline Personality ◽  
Depression Severity ◽  
Personality Functioning ◽  
Before And After ◽  
Patient Groups

This study examines emotional experience in major depressive disorder (MDD) with and without comorbid borderline personality disorder (BPD). It investigates if depression severity or personality functioning mediates group differences and which aspects of emotional experience change during psychotherapy. The emotional experience of MDD-BPD patients (n = 44) was compared to MDD-only patients (n = 35) before and after multimodal short-term psychotherapy. Emotions were classified based on valence and an active/passive polarity. MDD-BPD patients exhibited more active-negative emotions. This group difference was mediated by the level of personality functioning, but not by depression severity. Although passive-negative emotions decreased and positive emotions increased during therapy, there was no significant change in active-negative emotions. The two patient groups did not significantly differ in the change of emotional experience. Lower levels of personality functioning in depressed patients with BPD are associated with a broader spectrum of negative emotions, specifically more active-negative emotions.

A preliminary typology of emotional connotations in morphological diminutives and augmentatives

2018 ◽  
Vol 42 (1) ◽  
pp. 17-50 ◽  
Author(s):  
Maïa Ponsonnet
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Emotional Valence ◽  
Social Contexts ◽  
Regional Studies ◽  
Positive And Negative Emotions

Abstract This article presents a preliminary typology of emotional connotations in evaluative morphology, starting with diminutives and augmentatives. I inventory the emotional meanings and connotations found in a sample of nineteen languages for diminutives, and nine languages plus a few additional regional studies for augmentatives. Given the small size of the samples, this typology can only remain preliminary, but it does highlight a number of points. Across languages and continents, diminutives can express positive emotions such as compassion, love and admiration, as well as negative emotions such as contempt. The emotional connotations of augmentatives are more limited, but display a blend of positive and negative emotions including contempt and repulsion, admiration and respect, endearment and compassion. Diminutives and augmentatives do not contrast sharply with respect to emotional valence (positive or negative), but while diminutives are anchored in intimacy, the emotions conveyed by augmentatives more often relate to broader social contexts.

scholarly journals COMMUNICATIVE REPERTOIRES USED BY STUDENTS WITH MULTICULTURAL BACKGROUNDS IN ESL WRITING CLASSROOM

2020 ◽  
Vol 8 (2) ◽  
pp. 835-843
Author(s):  
Firman Parlindungan ◽  
Lia Lisyati
Keyword(s):  
Language Learning ◽  
English Language ◽  
Classroom Interaction ◽  
English Language Teaching ◽  
Writing Classroom ◽  
Esl Writing ◽  
Teaching Culture ◽  
Teachers And Students ◽  
Additional Reference ◽  
Data Collections

Purpose of the study: The objective of this study is to describe the communicative repertoires used by students with multicultural backgrounds in an ESL writing classroom. We drew upon the notion of communicative repertoires and English as an International Language (EIL) to explain how gestures, turn-taking habits, and different dialects shaped the interaction among students during the process of English language learning. Methodology: The research method was a case study in which classroom observation, field notes, interviews, and documentation were carried out as the tools for data collections. The data were then analyzed qualitatively and were discussed within various perspectives from scholars in the related discipline to explain the findings of this study.   Main Findings: We found that the participants used some forms of communicative repertoires (i.e., gestures, turn-takings, and dialects) that are culturally-bound to their own heritage culture. Although the use of these traits was perceived differently among students, these communicative repertoires leveraged their English learning process situated within a dynamic bidirectional classroom interaction. Applications of this study: This study is applicable in a classroom in which students are from different cultural backgrounds. It might also be useful for a teacher who experiences teaching English for students who are culturally different from her/him. In a wider context, this study can be an additional reference for some areas of English Language Teaching (ELT) disciplines like teaching writing skills or teaching culture.  Novelty/Originality of this study: The findings suggest that English teachers and students need to recognize non-linguistic elements of interaction as tools to heighten the awareness of using the language for learning. The goal is not to achieve elegant language performance, but to widen opportunities in demonstrating communicative competences, so intelligibility can be achieved.

scholarly journals Bridging the Gap Between Discourse Analysis and Language Classroom Practice

2019 ◽  
Vol 12 (8) ◽  
pp. 79
Author(s):  
Maha H. Alsoraihi
Keyword(s):  
Discourse Analysis ◽  
Language Learning ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Social Contexts ◽  
English Language Teaching ◽  
Linguistic Knowledge ◽  
Teaching Learning

This paper deals with the emergence of discourse analysis (DA), its significance and its application in the classroom environments. It also sheds light on (DA) dimensions and how its relevance to English language teaching (ELT) will enhance the quality of teaching/learning a language. This research paper supports the fact that language cannot be learned or taught in isolation. Effective language learning/teaching requires learners to be engaged in actual/social contexts in order to apply their knowledge and skills for achieving a successful communication which is the ultimate goal of learning a language. This paper discusses various associated applications of discourse analysis in language classrooms in an attempt improve the quality of language teaching/learning techniques and outcomes. The researcher also reviews the most prominent challenges that hinder the effective implementation of this approach and provide certain solutions that can be used in order to overcome these challenges. This paper assumes that learners who focus on relating linguistic knowledge to social and cultural contexts will demonstrate high levels of communicative performance and self-confidence.

scholarly journals Unpacking the Parenting Well-Being Gap: The Role of Dynamic Features of Daily Life across Broader Social Contexts

2020 ◽  
Vol 83 (3) ◽  
pp. 207-228 ◽  
Author(s):  
Daniela Veronica Negraia ◽  
Jennifer March Augustine
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Well Being ◽  
Social Contexts ◽  
Subjective Well Being ◽  
Dynamic Features ◽  
American Time Use Survey ◽  
Contextual Variation ◽  
Time Use Survey

Although public debate ensues over whether parents or nonparents have higher levels of emotional well-being, scholars suggest that being a parent is associated with a mixed bag of emotions. Drawing on the American Time Use Survey for the years 2010, 2012, and 2013 and unique measures of subjective well-being that capture positive and negative emotions linked to daily activities, we “unpack” this mixed bag. We do so by examining contextual variation in the parenting emotions gap based on activity type, whether parents’ children were present, parenting stage, and respondent’s gender. We found that parenting was associated with more positive emotions than nonparenting, but also more negative emotions. This pattern existed only during housework and leisure, not during paid work. Moreover, patterns in positive emotions existed only when parents’ children were present; patterns in negative emotions were primarily observed during earlier stages of parenting. Results were similar for men and women.

scholarly journals Relationships between Dream and Previous Wake Emotions Assessed through the Italian Modified Differential Emotions Scale

2020 ◽  
Vol 10 (10) ◽  
pp. 690 ◽  
Author(s):  
Francesca Conte ◽  
Nicola Cellini ◽  
Oreste De Rosa ◽  
Antonietta Caputo ◽  
Serena Malloggi ◽  
...  
Keyword(s):  
Positive Emotions ◽  
Emotional Experience ◽  
Negative Emotions ◽  
Average Intensity ◽  
Validity And Reliability ◽  
The Past ◽  
Broad Array ◽  
Significant Regression ◽  
Dream Emotions ◽  
Positive And Negative Emotions

Despite the increasing interest in sleep and dream-related processes of emotion regulation, their reflection into wake and dream emotional experience remains unclear. Here, we aimed to assess dream emotions and their relationships with wake emotions through the modified Differential Emotions Scale (Fredrickson, 2003), which includes a broad array of both positive and negative emotions. The scale has been first validated on 212 healthy Italian participants, in two versions: a WAKE-2wks form, assessing the frequency of 22 emotions over the past 2 weeks, and a WAKE-24hr form, assessing their intensity over the past 24 h. Fifty volunteers from the wider sample completed the WAKE-24hr mDES for several days until a dream was recalled, and dream emotions were self-reported using the same scale. A bifactorial structure was confirmed for both mDES forms, which also showed good validity and reliability. Though Positive and Negative Affect (average intensity of positive and negative items, PA, and NA, respectively) were balanced in dreams, specific negative emotions prevailed; rmANOVA showed a different pattern (prevalence of PA and positive emotions) in wake (both WAKE-2wks and WAKE-24hr), with a decrease of PA and an increase of NA in the dream compared to previous wake. No significant regression model emerged between waking and dream affect, and exploratory analyses revealed a stable proportion of PA and NA (with prevailing PA) over the 3 days preceding the dream. Our findings highlight a discontinuity between wake and dream affect and suggest that positive and negative emotions experienced during wake may undertake distinct sleep-related regulation pathways.

Individual Differences in Cognitive Reappraisal Predict Emotional Experience Prior to Achievement Situations

2017 ◽  
Vol 38 (3) ◽  
pp. 144-154 ◽  
Author(s):  
Stefania Balzarotti ◽  
Valentina Chiarella ◽  
Maria Rita Ciceri
Keyword(s):  
Individual Differences ◽  
Negative Affect ◽  
Indirect Effect ◽  
Positive Emotions ◽  
Longitudinal Design ◽  
Emotional Experience ◽  
Negative Emotions ◽  
Cognitive Reappraisal ◽  
Positive And Negative Affect ◽  
Time Points

Abstract. In the present study, we examined whether individual differences in the use of cognitive reappraisal predict the experience of more positive and less negative emotions prior to an evaluative task, as well as whether reappraisal is associated with better performance. In a longitudinal design, 130 students were asked to report their spontaneous use of reappraisal as well as the emotions experienced at three time points prior to an academic exam. Results showed that the use of cognitive reappraisal measured when students began to study predicted less negative and more positive emotions in the following two weeks. Further, positive and negative affect were significant predictors of the grade achieved. Finally, cognitive reappraisal had a significant indirect effect on the grade students achieved. These findings suggest that cognitive reappraisal can be effective in regulating emotions while approaching evaluative stressors.

Teacher's Perceptions and Practices Regarding Classroom Interaction in Improving Speaking Skills

2020 ◽  
pp. 1-53
Author(s):  
Haya Alshmrani
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Style ◽  
Classroom Interaction ◽  
Pedagogical Beliefs ◽  
Beliefs And Practices ◽  
Fourth Level ◽  
Teacher's Beliefs ◽  
Speaking Skills

Teaching is mostly a result of a teacher's beliefs (Chowdhury & Rashid, 2014). What teachers do inside the classroom is a result of their pedagogical perspectives, whether they are conscious of their viewpoint or not (Chowdhury & Rashid, 2014). Therefore, exploring the various pedagogical beliefs and classroom practices may help teachers to be more aware of their applications and teaching style inside the classroom. This study aims to investigate the perceptions and practices of a Saudi English language teacher regarding classroom interaction to improve speaking skills in fourth level students at King Khalid University in Saudi Arabia. It also aims to fill the gap between beliefs and practices by finding out the reasons why there are any discrepancies between her beliefs and practices. The data was collected through interview and classroom observation. The findings found that EFL teachers had a variety of complicated ideas that are similar to classroom interaction principles and also mostly similar to her practices. In addition, the results also revealed the factors that might influence any disagreement among beliefs and practices as educational context (classroom size and time factor), the students’ problems (shyness, lack of confidence and the low level of English proficiency), and the participant (teacher-centred instruction and teacher’s management of teaching and learning activities).to the emotional aspects of language learning.

Comment: Homing in on a Balanced Psychology

2018 ◽  
Vol 10 (1) ◽  
pp. 61-63
Author(s):  
Jeff T. Larsen
Keyword(s):  
Positive Psychology ◽  
Positive Affect ◽  
Positive Emotion ◽  
Positive Emotions ◽  
Negative Emotion ◽  
Negative Emotions ◽  
Well Being ◽  
To Come ◽  
Positive And Negative Emotions

Hernandez et al.’s (2018) review provides clear evidence that positive affect can contribute to well-being and fits nicely within the positive psychology framework. The emergence of positive psychology has been valuable for understanding well-being, but I suggest that a balanced psychology can prove even more valuable in the years to come. A balanced psychology requires giving as much attention to negative emotion as to positive emotion. It also requires considering whether there are circumstances in which positive emotions can be detrimental and negative emotions can be beneficial. Along those lines, evidence reviewed here indicates that healthy coping with severe stressors involves experiencing a combination of positive and negative emotions.

scholarly journals INTERACTION PATTERNS IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM AT LOWER SECONDARY SCHOOLS

2017 ◽  
Vol 6 (1) ◽  
pp. 99 ◽  
Author(s):  
Hanna Sundari ◽  
Zainal Rafli ◽  
Sakura Ridwan
Keyword(s):  
Secondary Schools ◽  
Language Learning ◽  
English Language ◽  
Group Discussion ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Interaction Patterns ◽  
English As Foreign Language ◽  
Language Classroom ◽  
Lower Secondary Schools

Interaction plays an important role in language learning process in classroom setting. This present study aims at investigating the patterns used in classroom interaction by English lower secondary teachers. Using qualitative approach, this study was carried out in eight lower secondary schools (SMP) in Jakarta. Moreover, twenty English language experienced teachers with three to thirty-six years of teaching experiences were recruited as participants. Interviews, classroom observations/recording and focus-group discussion were instruments to collect data. For analyzing the data, qualitative data analysis was selected in developing categories and sub-categories of the data. The findings showed that the teachers apply at least three identified interactional patterns in EFL classroom in which modify the IRF structure. Teachers initiate interaction to the entire class (T-whole class interaction) by giving questions and instruction. Then, they also point out one specific student to answer the question or do the required task (Teacher fronted student interaction). In addition, teachers set the classroom activity to make the students interact each other (student-student interaction). Moreover, the student responses and other interactional features identified in language classroom are also discussed.Keywords: interaction patterns, EFL classrooms, secondary school

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