Flow Theory and Its Implications for Second Language Teacher Education

doi:10.12002/j.bisu.542

Abstract

Abstract:

Due to the positive turn in second language education, the multidimensional concept of “flow” has attracted the attention of researchers in this field. Flow not only positively influences learners’ academic achievements, engagement, and well-being, but also has profound implications for second language teacher education. In this article, Flow Theory is introduced by explaining its concept, components, and model. The current state of flow-related research in the context of second language teacher education is then reviewed. Building on existing research findings in the field of second language education, the implications of Flow Theory for teacher education are explored. Future research endeavours could investigate the antecedents and consequences of teachers’ “flow”, as well as the interactive mechanisms of flow between teachers and students, thereby providing novel perspectives for the professional development of second language teachers and the enhancement of teaching effectiveness.

Keywords: Flow Theory; second language education; teacher education; positive psychology; well-being

摘要：

在二语教育领域积极转向的背景下，心流这一多维概念引起了二语教育研究者的关注，它不仅对学习者的学业成就、投入和幸福感等有着积极的促进作用，而且对二语教师教育同样具有重要意义。本文从心流理论入手，首先对其概念、构成要素及模型进行介绍，然后梳理二语教师教育研究现状，并借鉴心流理论在二语教育领域的现有研究成果，探讨其对二语教师教育的启示。未来研究可进一步关注教师心流的前因后果以及师生间心流交互作用的机制等，为二语教师的职业发展和教学效果改善提供新思路。

关键词: 心流理论, 二语教育, 教师教育, 积极心理学, 幸福感

CLC Number:

H319

Xu Jinfen, Zhao Nisha. Flow Theory and Its Implications for Second Language Teacher Education[J]. Journal of Beijing International Studies University, 2024, 46(5): 60-73.

徐锦芬, 赵妮莎. 心流理论及其对二语教师教育的启示[J]. 北京第二外国语学院学报, 2024, 46(5): 60-73.

Figures/Tables 4

References 51

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