Acceso usuarios
Muhammet Yaşar Yüzlü
Translanguaging and positive psychology represent two contemporary and transformative conceptual frameworks. While the former in line with crosslinguistic translanguaging theory underscores the intrinsic and dynamic interplay of languages in the process of constructing meaning, positive psychology accentuates the affective dimension of language acquisition, often predominantly construed through a cognitive lens. This study is situated at the confluence of these two constructs, aiming to probe the differential impact of two pedagogical approaches – translanguaging and English-only instruction – on the foreign language enjoyment (FLE) experienced by Turkish high school students. The study introduced a FLE scale tailored to the Turkish context to a cohort of 130 students, comprising 70 tenth-grade and 60 eleventh-grade participants, categorised into two proficiency levels, namely elementary and intermediate. At each level, half of the students were subject to translanguaging pedagogy, while the other half were taught through the communicative language approach. The assessment of students’ FLE was predicated on their responses to a 5-point bipolar scale. The data were subjected to a 2- by-2 analysis of variance. The results manifest the pivotal role of translanguaging in cultivating FLE, while corroborating the influence of language proficiency as a contributing factor to the overall experience of FLE.
