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Cited by 843EFL/ESL Teaching and LearningEducation, Achievement, and GiftednessPsychological Well-being and Life Satisfaction

Emotions that facilitate language learning: the positive-broadening power of the imagination

Open access
MacIntyre, Peter, Gregersen, Tammy·2012·Studies in Second Language Learning and Teaching
DOI 10.14746/ssllt.2012.2.2.4
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Abstract

The imagination is powerful, in part, because of the emotions that can be activated by imagining future states. Imagined future states are a key feature of the L2 self-system proposed by Dƅrnyei, and emotion may be the key to the motivational quality of the imagined future self. In particular, this paper focuses on positive anticipated and anticipatory emotions related to language learning. It is argued that, in general, positive emotion has a different function from negative emotion; they are not opposite ends of the same spectrum. Based on the work of Fredrickson, we argue that positive emotion facilitates the building of resources because positive emotion tends to broaden a person’s perspective, opening the individual to absorb the language. In contrast, negative emotion produces the opposite tendency, a narrowing of focus and a restriction of the range of potential language input. This article draws a framework for finding a balance between the positivebroadening and negative-narrowing emotions in the language classroom, and beyond. The emotion system is an engine for the positive-broadening power of the imagination.

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  • Learners described not wanting to be treated like passive recipients of knowledge, but enjoyed being allowed to have a sense of autonomy and to use their imagination to make progress in the foreign language.

    “Learners described not wanting to be treated like passive recipients of knowledge, but enjoyed being allowed to have a sense of autonomy and to use their imagination to make progress in the FL (MacIntyre & Gregersen, 2012).”

    From The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014) · cites this paper as MacIntyre & Gregersen, 2012

    The “L2 Self System and Possible Selves” section (page unavailable) describes learners using imagination to envision goals and develop plans, and says this can support motivation and a sense of empowerment. It does not report learners describing a dislike of being passive recipients of knowledge or saying they enjoyed being given autonomy. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • Enjoyment, as an instance of positive achievement emotion, can help learners build resources for better language learning, broaden their perspectives, and increase their engagement in the language learning process.

    “MacIntyre and Gregersen (2012) introduced the concept of foreign language enjoyment (FLE), arguing that enjoyment, as an instance of positive achievement emotion (Pekrun, 2006), can help learners build resources for better language learning, broaden their perspectives, and increase their engagement in the language learning process (Jin and Zhang, 2019).”

    From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as MacIntyre and Gregersen (2012)

    In “The Positive-Broadening and Negative-Narrowing Power of Emotion” (page unavailable), the paper says positive emotions broaden thinking and build personal resources. In “Dual Purpose Broaden and Build Theory Ideas” (page unavailable), it argues that encouraging play and exploration through positive emotions is likely to boost language learning. The copy does not show MacIntyre and Gregersen introducing the named concept of foreign language enjoyment (FLE); it discusses positive emotions more broadly. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • Following the emergence and rapid flowering of positive psychology in general education, an explicit positive renaissance happened in the domain of language education.

    “However, it was not until rather recently that, following the emergence and rapid flowering of positive psychology in general education, an explicit positive renaissance happened in the domain of language education (MacIntyre and Gregersen, 2012; Lake, 2013).”

    From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as MacIntyre and Gregersen, 2012

    In “The Positive-Broadening and Negative-Narrowing Power of Emotion” (page not specified), the paper says recent literature has begun to highlight positive emotions, which had long been neglected, and that their effects have not been widely studied in second-language acquisition. This supports a recent shift in attention, but the paper does not establish a rapid flowering of positive psychology in general education or say that this preceded an explicit renaissance in language education. (LLM, conf=0.83)

    Experimental — accuracy not yet measured

  • Positive emotion has a different function from negative emotion; they are not opposite ends of the same spectrum.

    “MacIntyre and Gregersen (2012) argued in favour of the latter position: “Positive emotion has a different function from negative emotion; they are not opposite ends of the same spectrum” (p.193).”

    From The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014) · cites this paper as MacIntyre & Gregersen, 2012

  • Applied positive psychology in L2 education doubts the credibility of the negative-positive polarity of emotions and asserts that negative and positive emotions cannot be easily segregated and often complement each other.

    “In contrast to the broaden-and-build theory which disapproves negative emotions and separates them from their positive counterparts, applied positive psychology in L2 education doubts the credibility of the negative-positive polarity of emotions and asserts that negative and positive emotions cannot be easily segregated, and, in many occurrences, they even complement each other (MacIntyre and Greg”

    From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as MacIntyre and Gregersen, 2012

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Cites

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Research works printed but not linked: 21

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  2. Bolitho, R., Carter, R., Hughes, R., Ivanic, R., Masuhara, H., & Tomlinson, B. (2003). Ten questions about language awareness. ELT Journal, 57(3), 251-259.
  3. Cooper, J., & Fazio, R. (1984). A new look at dissonance theory. In L. Berkowitz (Ed.), Advances in experimental social psychology. (Vol. 17, pp. 229-266).
  4. Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.
  5. Dewaele, J. M. (2010). Emotions in multiple languages. Basingstoke: Palgrave Macmillan.
  6. rnyei, Z., & Ushioda, E. (2009). Motivation, language identities and the L2 self: Future research directions. In Z. Dornyei & E. Ushioda (Eds.), Motivation, lan- guage identity and the L2 self (pp. 9-42). Bristol: Multilingual Matters.
  7. Ekman, P. (1972). Universals and cultural differences in facial expressions of emotion. In J. Cole (Ed.), Nebraska Symposium on Motivation 1971, (Vol. 19, pp. 207-283). Lincoln, NE: University of Nebraska Press.
  8. Ely, C. M. (1986). An analysis of discomfort, risk-taking, sociability, and motivation in the L2 classroom. Language Learning, 36(1), 1-25.
  9. Epstein, S. (1993). Emotion and self-theory. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (pp. 313-326). New York: Guildford Press.
  10. Fredrickson, B. L. (2003). The value of positive emotions. American Scientist, 91(4), 330-335.
  11. Fredrickson, B. L. (2006). The broaden-and-build theory of positive emotions. In M. Csikszentmihalyi & I. Selega (Eds.), A life worth living: Contributions to positive psychology (pp. 85-103). New York: Oxford University Press.
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  15. MacIntyre, P. D., MacKinnon, S., & Clement, R. (2009). Toward the develop- ment of a scale to assess possible selves as a source of language learning motivation. In Z. D rnyei & E. Ushioda (Eds.), Motivation, language iden- tity and the L2 self (pp. 193-214). Bristol: Multilingual Matters.
  16. Markus H., & Ruvolo, A. (1989). Possible selves: Personalized representations of goals. In L. A. Pervin (Ed.), Goal concepts in personality and social psy- chology (pp. 211-241). Hillsdale, NJ: Lawrence Erlbaum.
  17. Pavlenko, A. (2002). Bilingualism and emotions, Multilingua, 21(1), 45-78.
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Authors
MacIntyre, P., & Gregersen, T.
Affiliations
  • Cape Breton University (CA)
  • University of Northern Iowa (US)
ORCID
Venue
Studies in Second Language Learning and Teaching
Publisher
Adam Mickiewicz University Poznan
Published
2012-10-01
Volume
2
Issue
2
Pages
193
ISSN
  • 2083-5205 (ISSN-L)
  • 2084-1965
DOI
10.14746/ssllt.2012.2.2.4
OpenAlex
W128472000
Cited by
843
References
6
Citations by year
2026: 118 · 2025: 172 · 2024: 120 · 2023: 114 · 2022: 100 · 2021: 77 · 2020: 43 · 2019: 29 · 2018: 24 · 2017: 15 · 2016: 11 · 2015: 10 · 2014: 7 · 2013: 3
FWCI
47.75
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • Studies in Second Language Learning and Teaching (publishedVersion, cc-by)
  • Studies in Second Language Learning and Teaching (Adam Mickiewicz University in Poznan) (submittedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Repozytorium Uniwersytetu im. Adama Mickiewicza (Adam Mickiewicz University in Poznań) (submittedVersion)
Funders
Cape Breton University
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
Keywords
positive emotions, negative emotions, emotion regulation, imagination, anticipated emotions, second language acquisition, motivation, language classroom

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