The role of positive emotions in the English teaching classroom | Li-Su Su | MC6 W2b

Room A (Blackcomb)
Li-Su Su, MA PhD Candidate, National University of Taipei
The role of positive emotions in the English teaching classroom

This paper aims to explore the applications of positive emotions in promoting language teachers’ morale and students’ learning. What motivates and frustrates English language teachers will be studied through email correspondence and bbs questions posting. The researcher intends to include teachers from Taiwan, Germany, and Canada. ! e result will be presented as case studies. Issues concerning meaning will be analyzed. Most work environments and language learning environments call for tasks more complicated than simple drills. Focused attention on drills can be e selectively rewarded by extrinsic goals. Yet language learning tasks require intrinsic motivation: autonomy, mastery, and purpose. The friendly relationships and positive rapport in the classroom might also be the soil for the flourish of intrinsic motivation. Practical suggestions for language teachers to cope with their stress and to motivate students will be given based on digest from relevant literature. ! is paper investigates ways of using imagery to serve as ice-breakers, assertive training as mini drama, and to induce relaxation and positive emotions which broaden thought-action repertoires and engage students in self-directed learning.

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