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Positive psychology is a branch of psychological knowledge and practice, the center of which is the positive potential of a person. It is specifically widespread in second language acquisition (SLA), for it helps individuals study languages more efficiently. The article Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions provides an insight into how positive psychology works in SLA. It was published by Wang, Derakhshan, and Zhang, who are applied linguists researching language-related processes. I support the fact that when it comes to language learning, the specialists of this approach try to focus ones attention on the advantageous sides of a learner to boost their self-esteem and motivation. While psychological methods demonstrate different influences on ones psyche, positive psychology is proven to be the best strategy in second language acquisition.
Any individual has the potential to learn a second language the matters are time and psychological perception. It signifies that the personal traits of one may significantly affect their acquisition and motivation to learn a language. Hence, Wang, Derakhshan, and Zhang study the influence of fostering positive character features to increase encouragement in second language learners (SLL). According to Wang et al., with great attention to individuals well-being, positive psychology confronts human problems and difficulties from the perspective of strengths rather than weaknesses (2). The researchers applied the theory of positive emotions to individuals way of thinking in terms of acquiring a new tongue (Wang et al. 1). They also introduced such variables as academic engagement, emotion regulation, enjoyment, grit, loving pedagogy, resilience, and well-being (Wang et al. 1). These variables helped identify the contribution to learning and teaching a foreign language. In general, the interconnection between positive psychology and language learning was indicated so as to comprehend what boosts or impedes SLA.
Investigating negative emotions has always been a focus of scientists in terms of their effect on different cognitive processes. Nonetheless, the researchers started paying attention to the influence of positivity on studying to observe if it actually helps boost motivation and progress. Hence, positive psychology became widespread in the study of SLA. In the selected article, Wang et al. thoroughly explore the underpinning for theory creation as well as its stances and inventors (2). Their narrative is relatively concise and devoid of unnecessary facts, which makes it easier to see the complete picture of the approach. They profoundly disclosed the contrast between positive and negative emotions and their impact on cognitive development (Wang et al. 2). What is more, there is an emphasis on the pillars of the theory, which is propped by credible evidence, including the works of the theory proponents themselves. In general, it signifies that the theoretical basis on positive psychology was chosen and reviewed carefully, which is beneficial for understanding its connection to second language acquisition.
The other point that deserves attention is the application of positive psychology principles in foreign language learning. Here, the authors conducted a thorough analysis of the indispensable variables affecting SLA. Remarkably, they reveal a difference between the broaden-and-built theory, which focuses on avoiding negative emotions, and positive psychology, which aims to mitigate the impact of negative emotions and raise the importance of the positive ones. It is beneficial that they compare various theories to highlight the advantages of the chosen one. It is also relevant that the researchers view the theory development up to now, which gives a broader perspective on how it has changed and what effect it has produced on previous generations (Wang et al. 4). It helps a reader understand why the approach was selected and ensures that it is a trustworthy piece of study since it is evidence-based. In addition to this point, the authors added other prominent frameworks to the study of language acquisition. These include the concept of flow, the EMPATICS model, and others (Wang et al. 4). Ultimately, the primary benefit is the underlining of the benefits of positive psychology since the entire research is aimed at proving the frameworks efficiency.
The other significant point is the description of the positive psychology variables. It is worth noting that each variable was thoroughly pictured via theoretical and practical lenses. For example, the criterion of enjoyment stands for sustainment in action, which contributes to the increased development of language learning. It is incrementally beneficial that the authors define the leading role of a teacher in this process as they set the mood for SLL. Each parameter is detailed, yet the best-depicted one is the loving pedagogy aspect because it provides a full-fledged image of a teacher able to ensure efficient language acquisition. On the other hand, the least informative variable is grit because it did not emphasize whose role is more critical in the process of SLA (Wang et al. 5). In addition, this criterion is new, meaning there is still not enough information, and further studies are required to disclose its influence. In general, the whole section regarding the impact of the variables is decently written as each one is structured properly. The authors proved the parameters definition, its effect on second language acquisition, and the teacher and students roles in the process.
The main articles strength is its theoretical underpinnings the authors utilized numerous credible primary and secondary sources. This criterion is vital for the validity of research as it defines if the study can be trusted. In addition, the article corresponds to high-quality academic standards the language is scientific, the structure and style are maintained, and the factual and statistical data are appropriately cited. On the other hand, the absence of practical implementation of the theory is missing; that is, no real-life examples are provided, and no quantitative data is given to guarantee the actual application of the framework. Hence, it would be necessary to address the practice in a separate section to trace the mechanism of the theory. The researcher could have added any existing quantitative study and analyzed the results. In general, the article answers its research question and provides a concise conclusion based on the findings. Finally, it states limitations and directions for further research, which is adequate in terms of a qualitative study design.
In conclusion, the article discusses the need to apply the methods of positive psychology to the process of teaching foreign languages. The effectiveness of the approach is proposed, as well as the variable of the process of teaching foreign languages in the framework of positive psychology is considered. Wang, Derakhshan, and Zhang summarized critical features of the chosen psychological direction applicable to SLA. They also revealed how each variable functions in the process and what factors should be considered when implementing this approach. Future research on positive psychology in the field of second language acquisition is required to provide a complete picture of the possible educational patterns affecting ones performance. The article could be used by field researchers as well as amateurs of psychology and language learning.
Work Cited
Wang, Yongliang et al. Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions. Frontiers in Psychology, vol. 12, 2021, pp. 1-10, Web.
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