The application of positive psychology to the language classroom has mainly focused on the first pillar of positive psychology; positive emotions. Recent studies, however, suggest that the second pillar, character traits, contribute to language learner well-being (Oxford, Powerfully Positive, 21-22; Wang et al. 3; Piasecka 75). This research borrows from theories and models in positive psychology but lacks a contextualized theoretical understanding of the relationships between carácter strengths and other language learner variables such as identity and motivation. The purpose of this paper is to identify areas of theoretical weakness in a recent model of language learner well-being and propose a theory born from contributions of both positive psychology and SLA research.
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internacional