Theorising language learning experience in LOTE motivation with PERMA. A positive psychology perspective.

Autor/inn/en	Li, Zixuan; Liu, Yongcan
Titel	Theorising language learning experience in LOTE motivation with PERMA. A positive psychology perspective.
Quelle	In: System : an international journal of educational technology and applied linguistics, 112 (2023) Art. 102975, 13 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Abbildung; Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2022.102975
Schlagwörter	Empirische Forschung; Erfahrung; Interview; Psychologie; Lernerfahrung; Motivation; Sprachunterricht; Sprachenlernen; Chinesisch; Modell; Studie
Abstract	While the influence of learning experiences on foreign language learning motivation has been widely recognised, there is very little empirical research examining its role. To fill this lacuna, the current study theorises language learning experience from a positive psychology (PP) lens with reference to the PERMA model. Analytical primacy is given to how various dimensions of the experience contributed to language other than English (LOTE) learners' motivational develop- ment. Using convenient sampling, data were collected through written reports and semi- structured interviews with eight international LOTE learners of Chinese and examined with thematic analysis. Findings indicate that PERMA could be a holistic framework within which the language learning experience could be appropriately interpreted. As revealed, the participants' LOTE learning experience was replete with emotions which were intertwined with experiences of engagement, relationship, meaning and accomplishment. It is also found that the various di- mensions of experience interacted with each other over the learning process and shaped learners' LOTE motivation in both positive and negative ways. Implications are discussed which point to the significance of integrating PP principles into language classrooms to increase LOTE motivation.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2024/1