Main Article Content
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern Attribution 4.0 International (CC BY 4.0) as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
- Asher, J. J. (1969). The Total Physical Response approach to second language learning. Modern Language Journal, 53(1), 3-17. doi:10.1111/j.1540-4781.1969.tb04552.x
- Brown, N. J. L., Sokal, A. D., & Friedman, H. L. (2013). The complex dynamics of wishful thinking: The critical positivity ratio. American Psychologist, 68(9), 801-813.
- Clément, R. (1980). Ethnicity, contact and communicative competence in a second language. In H. Giles, W. P. Robinson, & P. Smith (Eds.), Language: Social psychological perspectives (pp. 147-154). Oxford: Pergamon Press.
- Clément, R. (1986). Second language proficiency and acculturation: An investigation of the effects of language status and individual characteristics. Journal of Language and Social Psychology, 5, 271-290.
- Cooperrider, D. L., & Whitney, D. (2005). Appreciative Inquiry: A positive revolution in change. San Francisco, CA: Berrett-Koehler.
- Coyne, J. C., & Tennen, H. (2010). Positive psychology in cancer care: Bad science, exaggerated claims, and unproven medicine. Annals of Behavioral Medicine, 39(1), 16-26. doi:10.1007/s12160-009-9154-z
- Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
- Csikszentmihalyi, I. S., & Csikszentmihalyi, M. (Eds.). (2006). A life worth living: Contributions to positive psychology. New York: Oxford University Press.
- Csikszentmihalyi, M., & Nakamura, J. (2011). Positive psychology: Where did it come from, where is it going? In M. K. Sheldon, T. B. Kashdan, & M. F. Steger (Eds), Designing positive psychology: Taking stock and moving forward (pp.3-8). New York: Oxford University Press.
- Dahlsgaard, K., Peterson, C., & Seligman, M. E. P. (2005). Shared virtue: The convergence of valued human strengths across culture and history. Review of General Psychology, 9(3), 203-213. doi:10.1037/1089-2618.104.22.168
- de Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7-21.
- Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. London: Routledge.
- Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). London: Routledge.
- Ehrenreich, B. (2010). Bright-sided: How positive thinking is undermining America. New York: Picador.
- Farrell, T. S. C. (2013). Reflecting on ESL teacher expertise: A case study. System, 41(4), 1070-1082. doi:10.1016/j.system.2013.10.014
- Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226.
- Fredrickson, B. L. (2003). The value of positive emotions: The emerging science of positive psychology looks into why it’s good to feel good. American Scientist, 91, 330-335.
- Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion, 19(3), 313-332.
- Friedman, H., & Robbins, B. D. (2012). The negative shadow cast by positive psychology: Contrasting views and implications of humanistic and positive psychology on resiliency. The Humanistic Psychologist, 40, 87-102. doi:10.1080/08873267.2012.643720
- Funder, D. (2010). The personality puzzle (5th ed.). New York: Norton.
- Gadd, N. (1998). Towards less humanistic English teaching. ELT Journal, 52(3), 223-234. doi:10.1093/elt/52.3.223
- Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
- Gardner, R. C. (2010). Motivation and second language acquisition: The socioeducational model. New York: Peter Lang.
- Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in secondlanguage learning. Rowley, MA: Newbury House.
- Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas, and theoretical frameworks. ‘MLJ’ Response Article. Modern Language Journal, 78(3), 359-368.
- Gattegno, C. (1963). Teaching foreign languages in schools: The silent way. Reading: Educational Explorers.
- Griffiths, C. (Ed.). (2008). Lessons from good language learners. Cambridge: Cambridge University Press.
- Held, B. (2004). The negative side of positive psychology. Journal of Humanistic Psychology, 44, 9-46. doi:10.1177/0022167803259645
- Hoffman, E. (1992). The last interview of Abraham Maslow. Psychology Today, 25(1), 68-73, 89.
- Johnson, K. (Ed.). (2005). Expertise in second language learning and teaching. Basingstoke: Palgrave Macmillan.
- Kahneman, D. (2011). Thinking, fast and slow. Toronto: Doubleday.
- Kahneman, D., & Riis, J. (2005). Living, and thinking about it: Two perspectives on life. Oxford: Oxford University Press.
- Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York: Longman.
- Lake, J. (2013). Positive L2 self: Linking positive psychology with L2 motivation. In M. Apple, D. Da Silva, & T Fellner (Eds.), Language learning motivation in Japan (pp 225-244). Bristol: Multilingual Matters.
- Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. New York: Oxford University Press.
- Lazarus, R. S. (2003). Does the positive psychology movement have legs? Psychological Inquiry, 14(2), 93-109.
- Leu, J., Wang, J., & Koo, K. (2011). Are positive emotions just as “positive” across cultures? Emotion, 11(4), 994-999.
- Lopez, S. J., & Snyder, C. R. (2009). Oxford handbook of positive psychology. New York: Oxford.
- Lozanov, G. (1979). Suggestology and outlines of suggestopedy. New York: Gordon & Breach Science Publishers.
- MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. Modern Language Journal, 91, 564-576.
- MacIntyre, P. D. (2014, March). A turn toward the Individual: Capturing and capitalizing on individuality in the language learning process. In D. LarsenFreeman & K. de Bot (organizers of invited symposium), From universality to variability in second language development. Symposium conducted at the annual conference of the American Association of Applied Linguistics, Portland, OR, USA.
- MacIntyre, P. D., Dörnyei, Z., & Henry, A. (2015). Conclusion: Hot enough to be cool – the promise of dynamic systems research. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 419-429). Bristol: Multilingual Matters.
- MacIntyre, P., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193-213.
- MacIntyre, P. D., & MacKinnon, S. P., & Clément, R. (2009). From integrative motivation to possible selves: The baby, the bathwater, and the future of language learning motivation research. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 43-65). Clevendon: Multilingual Matters.
- MacIntyre, P. D., Noels, K. A., & Moore, B. (2010). Perspectives on motivation in second language acquisition: Lessons from the Ryoanji Garden. In M. T.
- Prior, Y. Watanabe, & S.-K. Lee (Eds.), Selected proceedings of the 2008 Second Language Research Forum (pp. 1-9). Sommerville, MA: Cascadilla.
- MacIntyre, P. D., & Serroul, A. (2015). Motivation on a per-second timescale: Examining approach-avoidance motivation during L2 task performance. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 109-138). Bristol: Multilingual Matters.
- Maslow, A. H. (1968). Toward a psychology of being (2nd ed.). Oxford, UK: D. Van Nostrand.
- Maslow, A. H. (1969). Toward a humanistic biology. American Psychologist, 24(8), 724-735. doi:10.1037/h0027859
- Maslow, A. H. (1970). Motivation and personality. New York: Harper & Row.
- Maslow, A. (1979). Humanistic education vs. professional education, Journal of Humanistic Psychology, 19(3), 14-25.
- Mercer, S. (2011). The beliefs of two expert EFL learners. The Language Learning Journal, 39(1), 57-74. doi:10.1080/09571736.2010.521571
- Mercer, S., & Ryan, S. (2010). A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT Journal, 64(4), 436-444. doi:10.1093/elt/ccp083
- Mercer, S., & Williams, M. (Eds.). (2014). Multiple perspectives on the self in SLA. Bristol: Multilingual Matters.
- Naiman, N. (1978). The good language learner. Clevedon: Multilingual Matters.
- Peterson, C. (2006). A primer in positive psychology. New York: Oxford University Press.
- Peterson, C., & Seligman, M. (2004). Character strengths and virtues: A handbook and classification. Oxford: Oxford University Press.
- Rees-Miller, J. (1993). A critical appraisal of learner training: Theoretical bases and teaching implications. TESOL Quarterly, 27(4), 679-689. doi:10.2307/3587401
- Rubin, J. (1975). What the “Good Language Learner” can teach us. TESOL Quarterly, 9, 41-51.
- Ruch, W., Weber, M., Park, N., & Peterson, C. (2014). Character strengths in children and adolescents: Reliability and validity of the German Values in Action Inventory of Strengths for Youth (German VIA-Youth). European Journal of Psychological Assessment, 30(1), 57.
- Seligman, M. E. P. (1999). President’s address. American Psychologist, 54, 559-562.
- Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press.
- Seligman, M. E. P. (2006). Afterword: Breaking the 65 percent barrier. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), A life worth living: Contributions to positive psychology. (pp. 230-236). New York: Oxford University Press.
- Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York: Atria.
- Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. doi:10.1037/0003-066X.55.1.5
- Sheldon, K. M. (2009). Providing the scientific backbone for positive psychology: A multi-level conception of human thriving. Psychological Topics, 18, 267-284.
- Stern, H. H. (1975). What can we learn from the good language learner? Canadian Modern Language Review, 31, 304-318.
- Stevick, E. (1989). Success with foreign languages: Seven who achieved it and what worked for them. New York: Prentice Hall.
- Stevick, E. W. (1990). Humanism in language teaching: A critical perspective. Oxford: Oxford University Press.
- Tsui, A. (2003). Understanding expertise in teaching: Case studies of second language teachers. New York: Cambridge University Press.
- Waterman, A. S. (2013). The humanistic psychology–positive psychology divide: Contrasts in philosophical foundations. American Psychologist, 68(3), 124-133. doi:10.1037/a0032168.