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Powerfully Positive: Searching for a Model of Language Learner Well-Being

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Positive Psychology Perspectives on Foreign Language Learning and Teaching

Part of the book series: Second Language Learning and Teaching ((SLLT))

Abstract

Positive psychology examines and promotes human well-being. This chapter describes the author’s quest to create a useful, understandable model of language learner well-being known as EMPATHICS. The chapter offers some basic information about positive psychology, explains why the author at first used a less elaborate model, PERMA (Seligman, 2011), and gives a rationale for devising the EMPATHICS model. The bulk of the chapter outlines key elements of EMPATHICS and presents interdisciplinary research that serves as a foundation for the model. The model, after further refinement and validation, can significantly enhance language learner well-being and seems to be adaptable to language teacher well-being and to the well-being of learners and teachers outside of the language field.

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Notes

  1. 1.

    On principle, I believe that human well-being cannot long exist without attention to the well-being of other species and the Earth as a whole (see Oxford & Lin, 2011). Positive psychology will eventually need to address this topic.

  2. 2.

    In the apparent absence of any published mapping of the character strengths onto the PERMA elements or vice versa, I created such a mapping by using logic and a knowledge of psychology. For example, love, hope, and gratitude seem to be positive emotions. Curiosity, perseverance, and zest are associated with engagement. Honesty, kindness, social intelligence, teamwork, fairness, leadership, and (interpersonal) forgiveness are linked with relationships. Perspective, appreciation of beauty and excellence, and spirituality are yoked to meaning. Creativity, judgment, bravery, love of learning, self-regulation, prudence, humor, humility, and once again perseverance and zest are tied to accomplishment. I might even say that all of the virtues contribute to accomplishment to varying degrees. Any theoretical mapping, including mine, needs examination by panels of experts and could benefit from empirical testing.

  3. 3.

    The broad dimensions of EMPATHICS are listed here, but some of the factors within them are omitted due to space constraints. For full information on all factors, see Oxford (2016).

  4. 4.

    It came to mind that FTP measures might be concentrating on values from individualist cultures, in which individual achievement for the sake of self is highly rewarded. Perhaps researchers could also study “collectivist cultural FTP,” which might include goal-setting and planning for deepening the following collectivist values: highly responsible, in-group nurturing and loyalty; achievement for the sake of the family or group rather than the individual; and communication patterns that are indirect, formal, and polite.

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Authors and Affiliations

  1. University of Maryland, College Park, MD, 20742, USA

    Rebecca L. Oxford

  2. 7608 Saxon Dr. SW, Huntsville, AL, 35802, USA

    Rebecca L. Oxford

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  1. Institute of English, University of Silesia, Sosnowiec, Poland

    Danuta Gabryś-Barker

  2. Institute of English, University of Silesia, Sosnowiec, Poland

    Dagmara Gałajda

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Oxford, R.L. (2016). Powerfully Positive: Searching for a Model of Language Learner Well-Being. In: Gabryś-Barker, D., Gałajda, D. (eds) Positive Psychology Perspectives on Foreign Language Learning and Teaching. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-32954-3_2

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