Pozitif Psikolojinin Farklı Perspektiflerinin İkinci Dil Öğrenimi Üzerindeki Etkileri

Son yıllarda, pozitif psikoloji, ikinci dil öğrenimi (İDÖ) alanını giderek daha fazla etkilemektedir. İDÖ'deki pozitif psikoloji ile ilgili iki farklı yaklaşım bulunmaktadır: biri, negatif duygulardan ayrılarak yalnızca pozitif duygulara odaklanan; diğeri ise bu duyguları birbirinden ayırmadan eşlik eden olarak ele alan. Bu bağlamda, hem pozitif hem de negatif duyguları bir arada değerlendiren "zihinsel karşılaştırma ve uygulama planları" (ZKUP) adlı öz-düzenleme stratejisi ve sadece pozitif duygulara odaklanan "olumlu düşünme" (OD) stratejisi kullanılarak yarı-deneysel bir çalışma yürütülmüştür. Bu stratejilerin beşinci sınıf öğrencilerinin İngilizce dersindeki okul motivasyonu ve akademik başarısı üzerindeki etkileri incelenmiştir. Müdahaleden sonra, gruplar arasında öz bildirime dayalı okul motivasyonunda anlamlı bir fark bulunmamıştır. Bununla birlikte, hem pozitif hem de negatif duygulara odaklanan ZKUP stratejisi uygulanan grubun akademik başarısı, yalnızca pozitif duygulara odaklanan pozitif düşünme stratejisi uygulanan gruba göre anlamlı derecede daha yüksektir. Sonuçlara göre, pozitif psikolojide yalnızca olumlu duygulara odaklanmak yerine olumsuz duygulara da gereken önemi vermek, insanların dil öğrenme hedeflerine başarıyla ulaşmalarına yardımcı olmak için daha etkili olabilir. Akademik performansı artırmadaki etkinliği nedeniyle, uygulayıcılar, öğrencilerin akademik hedeflerine ulaşmalarına yardımcı olmak için öğrencilerin sınıf seviyelerine göre ZKUP formları oluşturabilir ve kullanabilirler.

Anahtar Kelimeler:

İngilizce dil öğrenimi, eğitsel müdahale, pozitif psikoloji

Effects of Different Positive Psychology Perspectives on Second Language Acquisition

In recent years, positive psychology has increasingly impacted the field of second language acquisition (SLA). There are two prevailing perspectives within positive psychology in SLA: one that separates negative emotions and exclusively focuses on positive emotions, and another that views these emotions as complementary rather than distinct. In this context, a quasi-experimental study was conducted employing two strategies: Mental Contrasting with Implementation Intentions (MCII) self-regulation strategy, which integrates both positive and negative emotions, and Positive Thinking (PT) strategy, which solely emphasizes positive emotions. The study investigated the effects of these strategies on the school motivation and academic performance of fifth graders in English. Following the intervention, no significant difference was observed between the groups in terms of self-reported school motivation. However, the academic performance of the group utilizing the MCII strategy, which focused on both positive and negative emotions, was significantly higher than that of the group employing the PT strategy, which concentrated exclusively on positive emotions. These results suggest that acknowledging negative emotions, rather than solely focusing on positive ones, may be more effective in positive psychology for helping individuals successfully achieve their language learning goals. Given its efficacy in enhancing academic performance, educators can develop and implement MCII forms tailored to their students' grade levels to support them in reaching their academic objectives.

Keywords:

English language learning, educational intervention, positive psychology,

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