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20TheRoleofEmotionsinLanguageLearning
asense,positivepsychologymaybeperceivedasarevivalofhumanisticpsychology
(Funder,2010).Infact,asobservedbyMacIntyre(2016),thetermupositivepsy-
chology”itselfwasoriginallyusedbyMaslow,whowasconcernedwiththequal-
itiesthatmadepeoplesuccessfulandself-actualised,incontrastwithtraditional
psychology,whichlimiteditselfutoonlyhalfitsrightfuljurisdiction,thedarker,
meanerhalf”(1954,p.354).
Itappearsthatthetenetsofpositivepsychology,combinedwithrigorousresearch
methodsprovideasolidscientificframeworkforstudyingthesubjectofemotionsin
foreignlanguageeducationresearch.Inordertogaindeeperinsightintotheroleof
emotionandwell-beingintheeducationalprocess,itisadvisabletobecomeconver-
santwiththreemajortheoriesoriginatingfromthepositivepsychologymovement,
namely:Cslkszentmihályi’sconceptoffow,Fredrickson’sbroaden-and-buildtheory,
andSeligman’sPERMAmodel.Tesethreemaymakevaluablecontributionsto
facilitatinglearnerengagement,developingastudent’srepertoireofpositiveemotions
andprovidingfortheirgenerallifewell-being,respectively.
3.FacilitatingLearnerEngagement:Flow
Animportantcontributiontounderstandingthenatureofpositiveemotionwas
madebyCslkszentmihályi(1975,1990,1997)inhisstudiesonenjoymentandflow.
Havingstudiedpeopleofvariousculturalandsocialbackgrounds,Cslkszentmihályi
claimsthatoneneedstoexperiencethebuildingefectofenjoymenttoproduce
psychologicalgrowthandachievement.Inessence,enjoymentoccurswhenone
performsanactivitythatposesachallengeandrequiresacertaindegreeofskill,
andappearsatthepointbetweenanxietyandboredom,whereone’scapabilityfor
actionmatchesthelevelofchallenge.Whenataskisoverlysimplistic,onewillfeel
bored;ontheotherhand,whenitisexcessivelycomplicated,onemayfeelanxious
orfrustrated.Teapproximateratiobetweentheanticipatedchallengesandone’s
skillsmaybeseeninthefollowingfigure:
Actionopportunities(challenges)
Actioncapabilities(skills)
Flow(play,creativity,andsoon)
Anxiety
Boredom
FIGURE2.2.
Teoriginalmodeloftheflowstate.
AdaptedfromCslkszentmihályi
(1975,2000).