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"This book examines the communication behaviours of individuals in multilingual community contexts. Using a complexity lens and the presentation of a revised 3D pyramid model, the authors demonstrate the dynamic nature of willingness to communicate over time and shed new light on processes that affect communication, migration and well-being"--

The role of basic emotions in SLA has been underestimated in both research and pedagogy. The present article examines 10 positive emotions (joy, gratitude, serenity, interest, hope, pride, amusement, inspiration, awe, and love) and 9 negative emotions (anger, contempt, disgust, embarrassment, guilt, hate, sadness, feeling scared, and being stressed). The emotions are correlated with core variables chosen from three well-known models of L2 motivation: Gardner's integrative motive, Clément's social-contextual model, and Dörnyei's L2 self system. Respondents came from Italian secondary schools, and most participants were from monolingual Italian speaking homes. They described their motivation and emotion with respect to learning German in a region of Italy (South Tyrol) that features high levels of contact between Italians and Germans. Results show that positive emotions are consistently and strongly correlated with motivation-related variables. Correlations involving negative emotions are weaker and less consistently implicated in motivation. The positivity ratio, that is, the relative prevalence of positive over negative emotion, showed strong correlations with all of the motivation constructs. Regression analysis supports the conclusion that a variety of emotions, not just one or two key ones, are implicated in L2 motivation processes in this high-contact context.

Positive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition (SLA). This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work, including the humanistic movement in language teaching, models of motivation, the concept of an affective filter, studies of the good language learner, and the concepts related to the self. There are reasons for both encouragement and caution as studies inspired by positive psychology are undertaken. Papers in this special issue of SSLLT cover a range of quantitative and qualitative methods with implications for theory, research, and teaching practice. The special issue serves as a springboard for future research in SLA under the umbrella of positive psychology.

The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, & Cope, 1986). Statistical analyses revealed that levels of FLE were significantly higher than those of FLCA. FLE and FLCA were linked to a number of independent variables: participants' perception of their relative level of proficiency within the FL classroom, number of languages known, education level, number of FLs under study, age group and general level of the FL (ranging from lower-intermediate to advanced). Female participants reported both more FLE and more FLCA. Cultural background of participants also had a significant effect on their scores. Participants' views on episodes of enjoyment in the FL class revealed the importance of teachers' professional and emotional skills and of a supportive peer group. Many participants mentioned the moment at which they realised that their long effort in mastering an aspect of the FL paid off.

Emotions are a fleeting experience, sometimes lasting only moments before dissipating. Prior research in SLA has either ignored emotions, underestimated their relevance, or has studied them as a relatively stable individual difference variable. In contrast, the present study takes an idiodynamic approach to examine the rapidly changing relationship between enjoyment and anxiety in second language communication, on a moment-to-moment timescale. University students who speak French as a second language were recruited to complete oral tasks in their second language. Participants then rated their per-second fluctuations in each emotion while watching a video recording of their tasks. Immediately after this, they were interviewed about their attributions for fluctuations in their ratings. We found that the relationship between enjoyment and anxiety is highly dynamic, resulting in varying patterns of correlation ranging from negative to positive. Triangulation of ratings of anxiety and enjoyment with interview data produces a richer understanding of the role of emotions in second language communication.

Emotional intelligence has not been widely studied in second language acquisition and studies published to date have been questionnaire-based. In this study we take a qualitative approach to focus on how emotional intelligence is used by two participants, one a learner and the other a pre-service teacher. The two focal participants were selected because they showed the most positive movement toward attaining their possible future L2 selves among a larger sample. Analysis shows the ways in which four branches of emotional intelligence inter-acted as respondents worked with three activities adapted from the literature on positive psychology: savouring, three good things, and learned optimism. This paper shows how both the learner and teacher employed emotional intelligence to understand and integrate their experiences inside and outside the classroom as part of the language learning and teaching process.

Frontmatter -- Contents -- Tables and Figures -- Dedications and Acknowledgments -- Contributors -- Foreword -- Gregory Hadley -- Section I Language Education Responds to the Call for Peace -- 1 The Call for Peace in Language Education: This Book's Purpose, Themes and Peace Approach -- 2 Empowering Language Teachers to Be Influential Peacebuilders: Knowledge, Competencies and Activities -- 3 The Nonverbal Channels of Peacebuilding: What Teachers, Trainers and Facilitators Need to Know -- Section II: Applying Peacebuilding for Inner, Interpersonal and Intergroup Peace -- 4 Inner Peace and Emotion Regulation during Oral Production in ESL/EFL Teacher Education -- 5 How Increased Self-regulation, Learner Autonomy and Learner Cooperation Raise Self-esteem and Consequently Inner Peace and Interpersonal Peace: Insights from an Innovative School Context -- 6 Revolutionary Love and Peace in the Construction of an English Teacher's Professional Identity -- Seeking Connection through Difference: Finding the Nexus of Transformative Learning, Peacebuilding and Language Teaching -- Section III: Applying Peacebuilding for Intercultural and International Peace -- 8 Can Foreign Languages Be Taught for Peace at US Government Institutes? -- 9 International Faculty and International Students in Universities: Their Roles in Fostering Peace across Languages and Cultures -- 10 Promoting Peace through Social Justice Pedagogies for Students from Immigrant Muslim Communities: Using Critical Language Awareness in Second Language Classrooms -- Section IV: Applying Peacebuilding through Positive Psychology, Peace Linguistics and Peace Language -- 11 Acting Locally to Integrate Positive Psychology and Peace: Practical Applications for Language Teaching and Learning -- 12 From Hate Speech to Empathy: Lessons for Language Educators and Society -- 13 Applying Peace Linguistics: What Peacebuilders Can Learn from the Languages of Hurt, Hate and Harm -- 14 Exploring Peace Language: Hope, Help and Harmony -- Section V: Moving Further with Peacebuilding -- 15 Peacebuilding through Classroom Activities: Inner, Interpersonal, Intergroup, Intercultural, International and Ecological Peace -- 16 Conclusion: Integrating Peace Concepts, Personal Insights and Future Peace Directions -- Index