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PERMA-Model and Facilitation of Learning Dutch as a Second Language
Abstract
While second language acquisition (SLA) has been previously researched from the lens of cognitive sciences, limited attention has been given to its interconnections with positive psychology. This qualitative study explores how the PERMA model components: positive emotions, engagement, relationships, meaning and accomplishment can facilitate the language learning experience of students acquiring Dutch as a second language. To conduct this study semi-structured interviews were carried out with both students and teachers at a Dutch language learning school in Maastricht, the Netherlands. The interviews were later analysed using thematic analysis. The key themes include the presence of both positive and negative emotions, the importance of teaching in a non-classical manner, creating an accepting environment, finding meaning through social integration and deriving motivation through a sense of accomplishment. The findings support the importance of positive experiences in SLA and demonstrate the relevance of the PERMA model in language learning contexts.
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