Introducing positive psychology to SLA

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dc.contributor.authorMacIntyre, Peter D.
dc.contributor.authorMercer, Sarah
dc.date.accessioned2014-10-06T07:03:22Z
dc.date.available2014-10-06T07:03:22Z
dc.date.issued2014-06
dc.description.abstractPositive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition (SLA). This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work, including the humanistic movement in language teaching, models of motivation, the concept of an affective filter, stud- ies of the good language learner, and the concepts related to the self. There are reasons for both encouragement and caution as studies inspired by positive psychology are undertaken. Papers in this special issue of SSLLT cover a range of quantitative and qualitative methods with implications for theory, research, and teaching practice. The special issue serves as a springboard for future research in SLA under the umbrella of positive psychology.pl_PL
dc.description.articlenumber2pl_PL
dc.description.journaltitleStudies in Second Language Learning and Teachingpl_PL
dc.description.number2pl_PL
dc.description.pageof153pl_PL
dc.description.pageto172pl_PL
dc.description.volume4pl_PL
dc.identifier.citationStudies in Second Language Learning and Teaching, 2014, vol. 4, no. 2, pp. 153-172pl_PL
dc.identifier.doihttps://doi.org/10.14746/ssllt.2014.4.2.2
dc.identifier.issn2083 5205
dc.identifier.urihttp://hdl.handle.net/10593/11750
dc.language.isoenpl_PL
dc.publisherZakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszupl_PL
dc.subjectpositive psychologypl_PL
dc.subjectmotivationpl_PL
dc.subjectthe good language learnerpl_PL
dc.subjecthumanistic educationpl_PL
dc.subjectpositive emotionpl_PL
dc.titleIntroducing positive psychology to SLApl_PL
dc.typeArtykułpl_PL

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Studies in Second Language Learning and Teaching, 2014, vol. 4, no. 2
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