Az empátia szerepe a nyelvtanulásban és a nyelvtanulás mint eszköz az empátia fejlesztésében
Kulcsszavak:
nyelvtanulói jóllét, pozitív pszichológia, pozitív érzelmek, empátia, nyelvtanulási motiváció
Absztrakt
Az érzelmi intelligencia és az empátia az élet számos területén meghatározó; a társadalmunkban, az üzleti világban és az oktatásban, ezen belül a nyelvoktatásban/nyelvtanulásban is. A nyelvtanulás affektív tényezői régóta kutatott terület, ugyanakkor a pozitív pszichológia nyelvtanulási folyamatra is érvényes eredményeinek, ezen belül is a pozitív érzelmek hatásának vizsgálata csak az elmúlt évtizedben került fókuszba. A tanulmány célja elméleti áttekintést nyújtani a nyelvtanulói jóllétnek a pozitív pszichológia eredményeire épülő fogalmáról, érintve az ún. EMPHATICS modellt (Oxford, 2016). A cikk elemzi a modell egyik alapelemének, az empátiának a definícióját, az empátia szerepét az oktatásban és a nyelvoktatásban, különös tekintettel az egyetemista korosztály sajátosságaira. A szerzők kitérnek az empátia és a nyelvtanulási motiváció, illetve az interkulturális kommunikáció közötti kapcsolatra is. A tanulmány gyakorlati iránymutatással is szolgál arra vonatkozóan, hogy melyek azok a nyelvórai tevékenységek, amelyek különösen alkalmasak az érzelmi kompetenciák, ezen belül is elsősorban is az empátia fejlesztésére.
Hivatkozások
Agosta, L. (2018): Empathy Lessons. The Two Pears Press: Chicago.
Belnap, R. C. et al. (2016): Project perseverance: helping students become self-regulating learners. In: MacIntyre, P. D. – Gregersen, T. – Mercer, S. (eds.): Positive psychology in SLA. Multilingual Matters. 282–304.
Baron-Cohen, S. (2011): Zero Degrees of Empathy: A new theory of human cruelty. Penguin Books: London. https://doi.org/10.1007/s11673-013-9452-9
Batson, C.D. – Ahmad, N. – Lishner, D.A. (2011): Empathy and altruism. in: Lopez, S.J. – Snyder, C.R. (eds): The Oxford Handbook of Positive Psychology. University Press: New York. 417–426 https://doi.org/10.1093/oxfordhb/9780195187243.013.0039
Best, R. (2008): Empathy, experience and SMSC (Spiritual, Moral, Social and Cultural education). Pastoral Care in Education. 2008/18. 8-18. https://doi.org/10.1111/1468-0122.00174
Brown, H.D. (1994): Principles of language learning and teaching. Engelwood Cliffa. NJ: Prentice-Hall.
Brereton, M. – McGarry, J. – Buur, J. (2019): Empathy in Design Thinking: A Review. Design Studies. 65. 160 180. https://doi.org /10.1016/j.destud.2019.05.003
Chen, X. – Padilla, A. M. – Vallerand, J. R. (2019): The facilitative role of two types of passion in second language learning. In: The 126th Annual Conference of American Psychological Association. APA. 8–11
Chen, G. M. – Starosta, W. J. (2000): The development and validation of the intercultural sensitivity scale. Human Communication, 3. 3–14. https://doi.org/10.1037/t61546-000
Cooper, B. (2011): Empathy in education: Engagement, values and achievement. Bloomsbury Publishing.
Council of Europe (2001): Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press.
Costa, A. L. – Kallick, B. (2008): Learning and leading with habits of mind: 16 essential characteristics for success. ASCD Publishing: Alexandria, VA.
Decety, J. – Jackson, P.L. – Brunet E: The cognitive neuropsychology of empathy (2007). In: Farrow TFD, Woodruff PWR (eds.): Empathy in Mental Illness. Cambridge University Press. 239–260
Dewaele, J. M. – Chen, X. – Padilla Amado, M. – Lake, J. (2019). The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research. Frontiers in Psychology 10. https://doi.org/10.3389/fpsyg.2019.02128
Dewaele, J.-M. – MacIntyre, P. D. (2019): Flow in the Spanish foreign language classroom. In: Mendez, M.C. – Andoni Dunabeitia, J: Factores Cognitivos y Afectivos en la Enseñanza de Español como Lengua Extranjera. Advances in Spanish Language Teaching. Routledge. 303–330
Dewaele, J. M. – Witney, J. – Saito, K. – Dewaele, L. (2018): Foreign language enjoyment and anxiety: the effect of teacher and learner variables. Language Teaching Resources 22. 676–697. https://doi.org/10.1177/1362168817692161
Dewaele , J. M. – Wei, L. (2012): Multilingualism, empathy and multicompetence. International Journal of Multilingualism. 9/4. 352–366. https://doi.org/10.1080/14790718.2012.714380
Dorst, K. (2011): The core of “design thinking” and its application. Design Studies. 32/6. 521–532.
Dörnyei, Z. (2009): The L2 Motivational Self System. In: Dörnyei, Z. – Ushioda, E.: Motivation, Language Identity and the L2 Self. Multilingual Matters: Bristol. 9–42. https://doi.org/10.21832/9781847691293-003
Dörnyei, Z. – Kubanyiova, M., (2014): Motivating Learners, Motivating Teachers. CUP. Cambridge.
Fredrickson, B.L. et al. (2003): What good are positive emotions in crisis? A prospective study of resilience and emotions following the terrorist attacks, on the United States on 11th September, Journal of Personality and Social Psychology. 84. 365–376. https://doi.org/10.1037/0022-3514.84.2.365
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. https://doi.org/10.1037/0003-066X.56.3.218
Fredrickson, B.L. – Branigan, C. (2005): Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion. 19/3. 313–332. https://doi.org/10.1080/02699930441000238
Galinsky, A. D. – Moskowitz, G. B. (2000): Perspective-taking: Decreasing stereotype expression, stereotype accessibility, and in-group favoritism. Journal of Personality and Social Psychology. 78/4. 708–724. https://doi.org/10.1037/0022-3514.78.4.708
Gordon, M. (2009): Roots of Empathy: Changing the World Child by Child. The Experiment: New York.
Guiora, A. Z. – Brannon, R. C. L. – Dull, C. Y. (1972): Empathy and second language learning. Language Learning. 22/1. 111–130. https://doi.org/10.1111/j.1467-1770.1972.tb00077.x
Howe, D. (2013): Empathy: What It Is and Why It Matters. Basingstoke. Macmillan: Palgrave.
Járay-Benn, Cs. (2019): Empathy as a Source of Motivation in Language Learning and Language Teaching. Humanising Language Teaching. 2019/1. Online elérhető: https://www.hltmag.co.uk/feb19/empathy-as-a-source-of-motivation
Karner, O. – Kiss, M. – Perger, M. – Füleki, B. – Franczia, N. – Török, L. – Csikai, E. – Sebő, T. (2021): Magyarországi felsőoktatásban tanuló hallgatók mentális jóllétének felmérése. Kutatási beszámoló. Felsőoktatási Tanácsadás Egyesület.
Krznaric, R. (2014): Empathy: A handbook for revolution. Rider Books: London.
Lake, J. (2013): Positive L2 self: linking positive psychology with L2 motivation. In: Apple, M. – Da Silva –Fellner, T. eds. (2013): Language learning motivation in Japan. Multilingual Matters: Bristol. 225–244
MacIntyre, P. D., – Gregersen, T. (2012): Emotions that facilitate language learning: the positive-broadening power of the imagination. Stud. Second Lang. Learn. Teach. 2. 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4
MacIntyre, P. D. – Mercer, S. (2014): Introducing positive psychology to SLA. SSLLT 4 (2). 153–172. https://doi.org/10.14746/ssllt.2014.4.2.2
MacIntyre, P. – Gregersen, T. – Mercer, S. (eds.): Positive Psychology in SLA. Multilingual Matters: Bristol. 91–111. https://doi.org/10.21832/9781783095360-004
Mercer, S. (2016): 3 Seeing the world through your eyes: Empathy in language learning and teaching. In MacIntyre, P. – Gregersen, T. – Mercer, S. (eds.): Positive Psychology in SLA. Multilingual Matters: Bristol. 91–111. https://doi.org/10.21832/9781783095360-004
North, R.J. – Swann, W.B. Jr. (2011): What’s positive about self-verification. In: Lopez, S. J. – Snyder, C. R. (eds.): The Oxford Handbook of Positive Psychology. 465-474. Oxford University Press: Oxford.
Oxford, R.L. (2015): Expanded perspectives on autonomous learners. Innovations in Language Learning and Teaching. 9/1. 58–71. https://doi.org/10.1080/17501229.2014.995765
Oxford, R. L. (2016). Toward a psychology of well-being for language learners: The ‘EMPATHICS' Vision. In: MacIntyre, P.D. – Gregersen, T. – Mercer, S.: Positive psychology in SLA. 10–87. Multilingual Matters. Bristol. https://doi.org/10.21832/9781783095360-003
di Pellegrino, G. – Fadiga, L. – Fogassi, L. et al. (1992): Understanding motor events: a neurophysiological study. Exp. Brain Res. 91. 176–180. https://doi.org/10.1007/BF00230027
Rasoal, C. – Eklund, J. – Hansen, E. M. (2011): Toward conceptualization of ethnocultural empathy. Journal of Social, Evolutionary, and Cultural Psychology. 5/1. 1–13. https://doi.org/10.1037/h0099278
Ritchart, R. – Church, M. – Morrison, K. (2011): Making thinking visible: How to promote engagement, understanding, and independence for all learners. Jossey-Bass: San Francisco.
Rogers, C.R. – Freiberg, H.J. (1994): Freedom to Learn (3rd revised edition). Prentice Hall: New York.
Ross, A. – Rivers, D. (2018): Emotional experiences beyond the classroom: Interactions with the social world. Studies. Second Language Learning and Teaching. 8 (1). 103–126. https://doi.org/10.14746/ssllt.2018.8.1.5
Seligman, M. E. – Csikszentmihalyi, M. (2000): Positive psychology: an introduction. American Psychology. 55. 5–14. https://doi.org/10.1037/0003-066X.55.1.
Seligman, M.E. (2011): Flourish: A Visionary New Understanding of Happiness and Wellbeing. Atria/Simon & Schuster: New York.
Tari, A. (2011). Z generáció. Az Y generáció utáni korosztály. Tericum Kiadó: Budapest.
Underhill, A. (2013): The inner workbench: Learning itself as a meaningful activity. In: J. Arnold –T. Murphey (eds): Meaningful Action: Earl Stevick’s Influence on Language Teaching. 202-208. Cambridge University Press: Cambridge.
Internetes hivatkozások
PZ Thinking routines feladatbank: https://pz.harvard.edu/thinking-routines
Belnap, R. C. et al. (2016): Project perseverance: helping students become self-regulating learners. In: MacIntyre, P. D. – Gregersen, T. – Mercer, S. (eds.): Positive psychology in SLA. Multilingual Matters. 282–304.
Baron-Cohen, S. (2011): Zero Degrees of Empathy: A new theory of human cruelty. Penguin Books: London. https://doi.org/10.1007/s11673-013-9452-9
Batson, C.D. – Ahmad, N. – Lishner, D.A. (2011): Empathy and altruism. in: Lopez, S.J. – Snyder, C.R. (eds): The Oxford Handbook of Positive Psychology. University Press: New York. 417–426 https://doi.org/10.1093/oxfordhb/9780195187243.013.0039
Best, R. (2008): Empathy, experience and SMSC (Spiritual, Moral, Social and Cultural education). Pastoral Care in Education. 2008/18. 8-18. https://doi.org/10.1111/1468-0122.00174
Brown, H.D. (1994): Principles of language learning and teaching. Engelwood Cliffa. NJ: Prentice-Hall.
Brereton, M. – McGarry, J. – Buur, J. (2019): Empathy in Design Thinking: A Review. Design Studies. 65. 160 180. https://doi.org /10.1016/j.destud.2019.05.003
Chen, X. – Padilla, A. M. – Vallerand, J. R. (2019): The facilitative role of two types of passion in second language learning. In: The 126th Annual Conference of American Psychological Association. APA. 8–11
Chen, G. M. – Starosta, W. J. (2000): The development and validation of the intercultural sensitivity scale. Human Communication, 3. 3–14. https://doi.org/10.1037/t61546-000
Cooper, B. (2011): Empathy in education: Engagement, values and achievement. Bloomsbury Publishing.
Council of Europe (2001): Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press.
Costa, A. L. – Kallick, B. (2008): Learning and leading with habits of mind: 16 essential characteristics for success. ASCD Publishing: Alexandria, VA.
Decety, J. – Jackson, P.L. – Brunet E: The cognitive neuropsychology of empathy (2007). In: Farrow TFD, Woodruff PWR (eds.): Empathy in Mental Illness. Cambridge University Press. 239–260
Dewaele, J. M. – Chen, X. – Padilla Amado, M. – Lake, J. (2019). The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research. Frontiers in Psychology 10. https://doi.org/10.3389/fpsyg.2019.02128
Dewaele, J.-M. – MacIntyre, P. D. (2019): Flow in the Spanish foreign language classroom. In: Mendez, M.C. – Andoni Dunabeitia, J: Factores Cognitivos y Afectivos en la Enseñanza de Español como Lengua Extranjera. Advances in Spanish Language Teaching. Routledge. 303–330
Dewaele, J. M. – Witney, J. – Saito, K. – Dewaele, L. (2018): Foreign language enjoyment and anxiety: the effect of teacher and learner variables. Language Teaching Resources 22. 676–697. https://doi.org/10.1177/1362168817692161
Dewaele , J. M. – Wei, L. (2012): Multilingualism, empathy and multicompetence. International Journal of Multilingualism. 9/4. 352–366. https://doi.org/10.1080/14790718.2012.714380
Dorst, K. (2011): The core of “design thinking” and its application. Design Studies. 32/6. 521–532.
Dörnyei, Z. (2009): The L2 Motivational Self System. In: Dörnyei, Z. – Ushioda, E.: Motivation, Language Identity and the L2 Self. Multilingual Matters: Bristol. 9–42. https://doi.org/10.21832/9781847691293-003
Dörnyei, Z. – Kubanyiova, M., (2014): Motivating Learners, Motivating Teachers. CUP. Cambridge.
Fredrickson, B.L. et al. (2003): What good are positive emotions in crisis? A prospective study of resilience and emotions following the terrorist attacks, on the United States on 11th September, Journal of Personality and Social Psychology. 84. 365–376. https://doi.org/10.1037/0022-3514.84.2.365
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. https://doi.org/10.1037/0003-066X.56.3.218
Fredrickson, B.L. – Branigan, C. (2005): Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion. 19/3. 313–332. https://doi.org/10.1080/02699930441000238
Galinsky, A. D. – Moskowitz, G. B. (2000): Perspective-taking: Decreasing stereotype expression, stereotype accessibility, and in-group favoritism. Journal of Personality and Social Psychology. 78/4. 708–724. https://doi.org/10.1037/0022-3514.78.4.708
Gordon, M. (2009): Roots of Empathy: Changing the World Child by Child. The Experiment: New York.
Guiora, A. Z. – Brannon, R. C. L. – Dull, C. Y. (1972): Empathy and second language learning. Language Learning. 22/1. 111–130. https://doi.org/10.1111/j.1467-1770.1972.tb00077.x
Howe, D. (2013): Empathy: What It Is and Why It Matters. Basingstoke. Macmillan: Palgrave.
Járay-Benn, Cs. (2019): Empathy as a Source of Motivation in Language Learning and Language Teaching. Humanising Language Teaching. 2019/1. Online elérhető: https://www.hltmag.co.uk/feb19/empathy-as-a-source-of-motivation
Karner, O. – Kiss, M. – Perger, M. – Füleki, B. – Franczia, N. – Török, L. – Csikai, E. – Sebő, T. (2021): Magyarországi felsőoktatásban tanuló hallgatók mentális jóllétének felmérése. Kutatási beszámoló. Felsőoktatási Tanácsadás Egyesület.
Krznaric, R. (2014): Empathy: A handbook for revolution. Rider Books: London.
Lake, J. (2013): Positive L2 self: linking positive psychology with L2 motivation. In: Apple, M. – Da Silva –Fellner, T. eds. (2013): Language learning motivation in Japan. Multilingual Matters: Bristol. 225–244
MacIntyre, P. D., – Gregersen, T. (2012): Emotions that facilitate language learning: the positive-broadening power of the imagination. Stud. Second Lang. Learn. Teach. 2. 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4
MacIntyre, P. D. – Mercer, S. (2014): Introducing positive psychology to SLA. SSLLT 4 (2). 153–172. https://doi.org/10.14746/ssllt.2014.4.2.2
MacIntyre, P. – Gregersen, T. – Mercer, S. (eds.): Positive Psychology in SLA. Multilingual Matters: Bristol. 91–111. https://doi.org/10.21832/9781783095360-004
Mercer, S. (2016): 3 Seeing the world through your eyes: Empathy in language learning and teaching. In MacIntyre, P. – Gregersen, T. – Mercer, S. (eds.): Positive Psychology in SLA. Multilingual Matters: Bristol. 91–111. https://doi.org/10.21832/9781783095360-004
North, R.J. – Swann, W.B. Jr. (2011): What’s positive about self-verification. In: Lopez, S. J. – Snyder, C. R. (eds.): The Oxford Handbook of Positive Psychology. 465-474. Oxford University Press: Oxford.
Oxford, R.L. (2015): Expanded perspectives on autonomous learners. Innovations in Language Learning and Teaching. 9/1. 58–71. https://doi.org/10.1080/17501229.2014.995765
Oxford, R. L. (2016). Toward a psychology of well-being for language learners: The ‘EMPATHICS' Vision. In: MacIntyre, P.D. – Gregersen, T. – Mercer, S.: Positive psychology in SLA. 10–87. Multilingual Matters. Bristol. https://doi.org/10.21832/9781783095360-003
di Pellegrino, G. – Fadiga, L. – Fogassi, L. et al. (1992): Understanding motor events: a neurophysiological study. Exp. Brain Res. 91. 176–180. https://doi.org/10.1007/BF00230027
Rasoal, C. – Eklund, J. – Hansen, E. M. (2011): Toward conceptualization of ethnocultural empathy. Journal of Social, Evolutionary, and Cultural Psychology. 5/1. 1–13. https://doi.org/10.1037/h0099278
Ritchart, R. – Church, M. – Morrison, K. (2011): Making thinking visible: How to promote engagement, understanding, and independence for all learners. Jossey-Bass: San Francisco.
Rogers, C.R. – Freiberg, H.J. (1994): Freedom to Learn (3rd revised edition). Prentice Hall: New York.
Ross, A. – Rivers, D. (2018): Emotional experiences beyond the classroom: Interactions with the social world. Studies. Second Language Learning and Teaching. 8 (1). 103–126. https://doi.org/10.14746/ssllt.2018.8.1.5
Seligman, M. E. – Csikszentmihalyi, M. (2000): Positive psychology: an introduction. American Psychology. 55. 5–14. https://doi.org/10.1037/0003-066X.55.1.
Seligman, M.E. (2011): Flourish: A Visionary New Understanding of Happiness and Wellbeing. Atria/Simon & Schuster: New York.
Tari, A. (2011). Z generáció. Az Y generáció utáni korosztály. Tericum Kiadó: Budapest.
Underhill, A. (2013): The inner workbench: Learning itself as a meaningful activity. In: J. Arnold –T. Murphey (eds): Meaningful Action: Earl Stevick’s Influence on Language Teaching. 202-208. Cambridge University Press: Cambridge.
Internetes hivatkozások
PZ Thinking routines feladatbank: https://pz.harvard.edu/thinking-routines
Megjelent
2026-07-22
Folyóirat szám
Rovat
A kompetenciafejlesztés új útjai a szaknyelvoktatásban
Copyright (c) 2026 Marianna Válóczi, Erika Huszár, Katalin Kiss
This work is licensed under a Creative Commons Attribution 4.0 International License.
