The Broaden-and-Build Theory of Positive Emotions in Second Language Learning

Abstract

Positive emotions can build cognitive and emotional resources. From this perspective, the consensus of opinion is that positive emotions contribute to "approach behavior" or "continued action". That is to say, individuals experiencing positive emotions actively engage with their environment and participate in activities. This paper aims to address whether the Broaden-and-Build theory of positive emotions developed by Fredrickson may facilitate second language learning. In the light of this theory, it is argued that positive emotions can widen students' scope of attention, cognition and action, and further produce a tendency toward activity engagement. In contrast, negative emotions reinforce the opposite tendency, restricting the amount of potential language input and accordingly narrowing the students' capacity for learning. The paper concludes that positive emotions are closely associated with higher levels of students' engagement and negative emotions with lower levels of engagement. In general, therefore, it seems that second language teachers should go beyond a focus on the reduction of negative emotions towards a focus on the enhancement of positive emotions.

Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment

“…According to the interviewees, positive reinforcement, including praise and encouragement, often made them feel good about certain language skills (e.g., pronunciation) they had not felt confident about before and, consequently, made them feel they enjoy the use of the foreign language more. This nicely illustrates the potential of positive emotions to undo lingering negative ones (Rahimi & Askari Bigdeli, 2014) but also, more generally, the broadening power of positive emotions (Fredrickson, 2003;MacIntyre & Gregersen, 2012b). It could conceivably be argued that students highly benefit from extensive one-on-one feedback and encouragement given outside the classroom by a Tandem partner, as also indicated by a quarter linking perceived improvement of their language skills on various levels through learning in Tandem with a perceived increase in FLE.…”

A Functional Review of Research on Clarity, Immediacy, and Credibility of Teachers and Their Impacts on Motivation and Engagement of Students

“…Consequently, these emotions are of paramount importance, which need to be cultivated in individuals not only as an end but also as a means to promote psychological and physical wellbeing (Fredrickson, 2004). In the context of L2 education, positive emotions are significant as a learning structure that cares for influential factors, inspires student perseverance and pursuits of thoughts and actions, and facilitates the ground for optimal motivation, learner engagement, and learning (Rahimi and Bigdeli, 2014). Another benefit of positive emotions is that they help teachers to eradicate and regulate negative emotions, such as stress, anxiety, and fear, and even alter them to positive emotions (Fredrickson, 2004).…”

EFL/ESL Teacher’s Resilience, Academic Buoyancy, Care, and Their Impact on Students’ Engagement: A Theoretical Review

“…More importantly, this theory considers positive emotions as the primary fuels of creating a resilient person and the cause of ideal functioning (Fredrickson, 2004). In L2 education, positive emotions are significant in that an academic context which values stakeholders' affective factors and stimulates students' determination for chasing of their thoughts and actions upsurges motivation, engagement, and learning (Rahimi and Bigdeli, 2014). Likewise, teachers can utilize positive emotions to wipe out negative emotions and convert them into positive ones (Fredrickson, 2004).…”