Mots-clés
the PERMA model
ludic strategy
foreign language research.
Comment citer
Résumé
The Ludic strategy, an approach to foreign language teaching (FLT), popularised by the present author since the 1990’s which acknowledges the value of a humanistic approach, yet also emphasises an emergence of positive feelings, while engaging in the ludic tasks for FLT purposes, is in line with the claims of positive psychology. For the analysis the most popular model of the well-being theory, Seligman’s PERMA model will be used. Referring to research in FLT on language competence, I will analyse the benefits of applying LS in the FL classroom, and by using the PERMA model I will show that LS can be treated as a useful tool for FLT congruent with the claims of positive psychology, and that the model can be used in planning FLT research.
Références
Asher, J. 1969. The Total Physical Response approach to second language learning. In: Modern Language Journal, 53/1, 3-17.
Bieszczanin, M. 2010. Wpływ słuchania piosenek angielskich w tle na receptywną i produktywną akwizycję słownictwa angielskiego u nastoletnich uczniów języka angielskiego jako obcego. Manuscript. Wrocław: Uniwersytet Wrocławski.
Byram, M. 1997. Teaching and assessing intercultural competence. Clevedon: Multilingual Matters.
Cirocki, A. 2009. Implementing ER approach to literature in the EFL secondary school classroom. In: Cirocki, A. (ed.). Extensive reading in English language teaching. LINCOM Studies in Second Language Teaching 08. München: LINCOM, 521-546.
Csikszentmihalyi, I.S., / Csikszentmihalyi, M. (eds.). 2006. A life worth living: Contributions to positive psychology. New York: Oxford University Press.
Curran, C. 1976. Counseling-Learning in Second Languages. Apple River, IL: Apple River Press.
Fredrickson, B.L. 2001. The role of positive emotions in positive psychology: The broaden-andbuild theory of positive emotions. In: American Psychologist, 56, 218-226.
Forystek, M. 2005. The effects of creative drama in English language teaching of primary school learners. Manuscript. Poznań: School of English, Adam Mickiewicz University.
Gattegno, C. 1963. Teaching foreign languages in schools: The silent way. Reading: Educational Explorers.
Golankiewicz, M. 1993. Games in foreign language teaching. Meeting requirements of different age groups. Manuscript. Poznań: School of English, Adam Mickiewicz University.
Goliat, K. Teaching English vocabulary through storytelling to eleven-year olds. Manuscript. Poznań: School of English, Adam Mickiewicz University.
Hurysz, H. 1998. Teaching grammar through songs to children at primary school age. Manuscript. Poznań: School of English, Adam Mickiewicz University.
Iwaniec, A. 2002. Using poetry in teaching foreign language vocabulary to young learners. Manuscript. Poznań: School of English, Adam Mickiewicz University.
Jamróz, M. 2005. Developing speaking skills through storytelling to five and six year olds. Manuscript. Poznań: School of English, Adam Mickiewicz University.
Krashen, S.D. 1985. The input hypothesis: Issues and implications. New York: Longman.
Kręgielczak, R. 2000. The value of music and songs in language teaching at early primary level. Manuscript. Poznań: School of English, Adam Mickiewicz University.
Lozanov, G. 1978. Suggestology and outlines of suggestopedy. New York: Gordon and Breach Publishers.
MacIntyre, P. 2002. Motivation, anxiety, and emotion in second language acquisition. In: Robinson, P. (ed.). Individual differences and instructed language learning. Amsterdam: John Benjamins, 45-68.
MacIntyre, P. 2007. Willingness to communicate in the second language. Understanding the decision to speak as a volitional process. In: Modern Language Journal, 91, 564-576.
MacIntyre, P., / Mercer, S. 2014. Introducing positive psychology to SLA. In: Studies in Second Language Learning and Teaching, 4/2, 153-172.
Mamys, A. 1997. Music and the process of second language learning. Manuscript. Poznań: School of English, Adam Mickiewicz University.
Maslow, A.H. 1970. Motivation and personality. New York: Harper & Row.
Maslow, A.H. 1979. Humanistic education vs. professional education. In: Journal of Humanistic Psychology, 19/3, 14-25.
Mrozek, B. 1999. Music and songs in the process of the development of language learners’ communicative competence. Manuscript. Poznań: School of English, Adam Mickiewicz University.
Oxford, R. / Cuéllar, L. 2014. Positive psychology in cross-cultural narratives: Mexican students discover themselves while learning Chinese. In: Studies in Second Language Learning and Teaching, 4/2,173-204.
Peterson, C. / Seligman, M. 2004. Character strengths and virtues: A handbook and classification. Oxford: Oxford University Press.
Polak, D. 2004. Exploiting the potential of stories for teaching English to pre-school children. Manuscript. Poznań: School of English, Adam Mickiewicz University.
Przyjemska, I. 2000. Teaching grammar through songs. Manuscript. Poznań: School of English, Adam Mickiewicz University.
Rączkowska, B. The role of storytelling in teaching English to junior high school learners. Manuscript. Poznań: School of English, Adam Mickiewicz University.
Richards, J.C./ Rogers, T.S. 1986. Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Rogers, C.R. 1969. Freedom to learn. Columbus, OH: Merill.
Seligman, M.E.P. 2006. Afterword: Breaking the 65 percent barrier. In: Csikszentmihalyi, M. / Csikszentmihalyi, I.S. (eds.). A life worth living: Contributions to positive psychology. New York: Oxford University Press, 230-236.
Seligman, M.E.P. 2011. Flourish: A visionary new understanding of happiness and well-being. New York: Atria.
Siekierzyńska, K. 1996. What is the value of English language songs as a contribution to foreign language learning? Manuscript. Poznań: School of English, Adam Mickiewicz University.
Siek-Piskozub, T. 1994. Gry i zabawy w nauczaniu języków obcych. Warszawa: Wydawnictwa Szkolne i Pedagogiczne.
Siek-Piskozub, T. 1995. Gry, zabawy i symulacje w procesie glottodydaktycznym. Poznań: Wydawnictwo Naukowe UAM.
Siek-Piskozub, T. 1997. Happening pokojowy: historia jednego projektu. In: Języki Obce w Szkole, 3, 239-244.
Siek-Piskozub, T. 2001. Uczyć się bawiąc. Strategia ludyczna na lekcji języka obcego. Warszawa: Wydawnictwo Naukowe PWN.
Siek-Piskozub, T. 2002. Umuzykalnienie glottodydaktyki. Muzyka i piosenka na lekcji języka obcego. Poznań: Motivex.
Siek-Piskozub, T. 2013a. Simulation as communication, culture and creativity (3 in 1). In: Wąsikiewicz-Firlej, E. / Lankiewicz. H. (eds.). From classroom to workplace: advances in applied linguistics. Piła: Państwowa Wyższa Szkoła Zawodowa im. Stanisława Staszica, 16-30.
Siek-Piskozub, T. 2013b. Using simulations to develop intercultural communication competence in an EFL methodology seminar. In: Drożdział-Szelest, K. / Pawlak, M. (eds.). Psycholinguistic and sociolinguistic perspectives on second language learning and teaching. Heidelberg / New York / Dordrecht / London: Springer, 221-232.
Siek-Piskozub, T. 2015. Use of simulations for the development of intercultural communicative competence in EFL teacher education.” In: Arik, E. (ed.). New research into language teaching, learning and assessment. Ankara: Macroworld, 77-86.
Siek-Piskozub, T. / Wach, A. 2006. Muzyka i słowa. Rola piosenki w procesie przyswajania języka obcego. Poznań: Wydawnictwo Naukowe UAM.
Wach, A. 2003. Effects of Foreign Language Songs on Foreign Language Vocabulary Acquisition with Special Reference to ELT. Manuscript. Poznań: School of English, Adam Mickiewicz University.
Wawrowska, A. 1998. Do songs influence motivation and attitudes to learning English? Manuscript. Poznań: School of English, Adam Mickiewicz University.
Licence
Auteurs
Les auteurs de textes acceptés pour publication dans la revue Glottodidactica sont tenus de remplir, signer et renvoyer à l'adresse de la rédaction, un accord sur l'octroi d'une licence gratuite pour les œuvres, avec obligation d'accorder une sous-licence CC.
Conformément à cet accord, les auteurs des textes publiés dans la revue Glottodidactica accordent à l'Université Adam Mickiewicz de Poznań une licence non exclusive et gratuite et autorisent l'utilisation de la sous-licence Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Les auteurs se réservent le droit de disposer librement de l'œuvre.
Utilisateurs
Les utilisateurs d'Internet intéressés ont le droit d'utiliser les œuvres publiées dans la revue Glottodidactica depuis 2016, selon les conditions suivantes :
- Attribution – obligation de fournir, conjointement avec l'œuvre distribuée, des informations sur l'auteur, le titre, la source (lien vers l'œuvre originale, DOI) et la licence elle-même.
- Aucune modification – l'œuvre doit être préservée dans sa forme originale. Sans le consentement de l'auteur, il n'est pas possible de distribuer l'œuvre modifiée sous forme de traductions, publications, etc.
Les droits d'auteur sont réservés pour tous les textes publiés avant 2016.
Autres
L'Université Adam Mickiewicz de Poznań conserve les droits sur la revue dans son ensemble (mise en page, forme graphique, titre, conception de la couverture, logo, etc.).
A PARTIR DE L’ANNEE 2015, LES ARTICLES PUBLIÉS DANS LA REVUE SONT DISPONIBLES SOUS LICENCE CREATIVE COMMONS : https://creativecommons.org/licenses/by-nd/4.0/deed.fr