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20TheRoleofEmotionsinLanguageLearning
Oxford’smodelappearstobeasignificantextensionofSeligman’sPERMA,especially
forSLAlFLTareasofstudy.First,itrecognisesspecificsocio-culturalcontextsfor
languageeducationandconsequentlystressestheimportanceofcontextualisation.
Second,itacknowledgestheinterrelationshipsbetweentheparticulardimensions,
treatingthemasnon-linearandoverlapping,ratherthanhierarchicalortaxonom-
ical,thusallowingforamorecomplexunderstandingofwhatcontributestothe
learner’swell-being.Finally,asitwasdevisedprimarilytoenhancethelanguage
learningexperience,themodelofersnumerousresearchopportunities:
ManyoftheEMPATHICSthemes,suchasmeaning,empathy,hope,optimism,
time(inthesenseoftimeperspective),hardiness,habitsofmind,character
strengths,andself-verification,havenotbeenaddressedinourfield.Certain
otherthemes,suchasresilienceandintelligence,haverarelybeendiscussed
concerninglanguagelearning.Eventhefamiliaraspects,suchasemotions,moti-
vation,agency,autonomy,time(inthesenseofpossibleselves),andthreeofthe
selffactors,couldbenefitfromfurtherattentionbasedonpositivepsychology
(Oxford,2016a,p.11).
7.ForeignLanguageClassroomAnxietyandForeignLanguageClassroom
Enjoyment
AsobservedbyDörnyeiandRyan(2015),althoughemotionsplayasignificantrole
inhumanfunctioning,theywereinitiallyneglectedbySLAscholars.Tistendency
wasaresultofthecognitivisttraditionanditsemphasisontheroleofintellectin
thelearningprocess(ibid.).Itisanoteworthyobservationthateventhoughthe
firststudiesintotheroleofemotioninSLAappearedinthe1970s(Chastain,1975;
Kleinmann,1977),andcontinuedintothe1980s,withtheground-breakingstudyof
foreignlanguageclassroomanxiety(FLCA)byHorwitz,HorwitzandCope(1986),
specificstudiesonforeignlanguageenjoyment(FLE)commencednearly30years
later(Dewaele&MacIntyre,2014).Undoubtedly,itwastheadventofpositivepsy-
chologythatprovidedaconvenient,research-basedframeworkforthestudyofthe
positivesideofemotion.Ithastobeemphasized,however,thatpositivepsychology
doesnotneglectthenegativesideofemotion,butratherofersacomplementary
approachwithamoreholisticviewofhumans.
Whilethefirststudiesintotheroleofanxietyintheforeignlanguagelearningpro-
cessbroughtsomewhatambivalentresults(Scovel,1978),moreaccurateobserva-
tionsontheconnectionbetweenanxietyandSLAwerepossibleafertheconceptu-
alizationandmeasurementofforeignlanguageanxietyfirstproposedbyHorwitz,
Horwitz,andHope.Teydefineitasuadistinctcomplexconstructofself-percep-
tions,beliefs,feelings,andbehavioursrelatedtoclassroomlanguagelearningarising
fromtheuniquenessoflanguagelearningprocess”(1986,p.128).Acomplementary
