中国基础外语教育研究中心“外语教育心理研究活动月”、 东北师范大学高层次短期国（境）外专家讲坛

主讲人：Jean-Marc Dewaele

专家简介

Jean-Marc Dewaele，博士，伦敦大学博贝克学院（Birkbeck, University of London）教授，博士研究生导师，Journal of Multilingual and Multicultural Development（SSCI）主编，曾获得国际语言与社会心理颁发的学术突出贡献奖等多个奖项，在国内外大型会议做主旨发言人百余次。他曾任欧洲第二语言学习研究会会长，目前他是国际语言学习心理学会常务理事。

讲座信息

01  

讲座平台：腾讯会议

会议 ID：742 707 305

https://meeting.tencent.com/dm/PXPtMQaNG8aX

报告时间：2021年11月8日 

                 下午 17:00-18:30

讲座题目：How Positive Psychology can help fight against deficit views of foreign language learners and users

  讲座摘要

In this presentation I will argue that the traditional deficit view about foreign language learners and users (the so-called failure to reach “native-speaker” standard) is the result of narrow-minded monolingual ideologies and is harmful to learners, teachers and foreign language users. Rather than obsessing about deficit, and in the spirit of Positive Psychology that we should not obsess about what goes wrong, I argue that we should acknowledge gaps but also rejoice about progress, and accept that “imperfect” foreign language users are just as legitimate as first language users.

Reference

Dewaele, J.-M., Bak, T. & Ortega, L. (2021) Why the mythical “native speaker” has mud on its face. In N. Slavkov, S. Melo Pfeifer & N. Kerschhofer ‎ (Eds.), Changing Face of the "Native Speaker": Perspectives from Multilingualism and Globalization. Berlin: Mouton De Gruyter, pp. 23-43.

讲座信息

02 

讲座平台：腾讯会议

会议 ID：817 297 533

https://meeting.tencent.com/dm/41Ob9fVtDtUP

报告时间：2021年11月11日 

                 下午 4:00-5:30 

讲座题目：“You can't start a fire without a spark”. Enjoyment and the Emergence of Flow in Foreign Language Classrooms

  讲座摘要

The present study adopted a mixed-methods approach using a convergent parallel design to focus on the role that positive and negative emotions have in the Foreign Language (FL) classroom on the ontogenesis of positive flow – a variable that is drawing increased attention in the field (Liu & Song, 2021). Participants were 1044 FL learners from around the world. They provided quantitative and qualitative data on FL enjoyment (FLE), classroom anxiety (FLCA) and experience of flow via an on-line questionnaire (Dewaele and MacIntyre, 2014). FLE was a significantly stronger predictor of frequency of flow experience than FLCA. Further statistical analyses revealed that flow experiences are typically self-centered, infrequent and short-lived at the start of the FL learning journey and when the perceived social standing in the group is low. They become an increasingly shared experience, more frequent, stronger and more sustained as learners reach a more advanced level in their FL. What starts as an occasional individual spark can turn into a true fire that extends to other group members.

References

Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4, 237-274.

Honggang Liu & Xueyan Song (2021). Exploring “Flow” in young Chinese EFL learners’ online English learning activities. System, 96, 102425.