Teacher Emotional Support and Second Language Acquisition: Cross-Cultural Differences in Psychological Needs Based on SDT and Pedagogical Responses

Xintong Liu

doi:10.47297/wspiedWSP2516-250022.20261004

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Teacher Emotional Support and Second Language Acquisition: Cross-Cultural Differences in Psychological Needs Based on SDT and Pedagogical Responses

Volume 10, Issue 4

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Teacher Emotional Support and Second Language Acquisition: Cross-Cultural Differences in Psychological Needs Based on SDT and Pedagogical Responses
Teacher Emotional Support and Second Language Acquisition: Cross-Cultural Differences in Psychological Needs Based on SDT and Pedagogical Responses
Xi 'an International Studies University, Xi' an, Shaanxi, 710128, China
Vol. 10, Issue 4, Pages: 103-106(2026)
Published：30 April 2026
DOI：10.47297/wspiedWSP2516-250022.20261004
Accepted：

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Liu Xintong.Teacher Emotional Support and Second Language Acquisition: Cross-Cultural Differences in Psychological Needs Based on SDT and Pedagogical Responses[J].Journal of International Education and Development,2026,10(04):103-106.
DOI：

Liu Xintong.Teacher Emotional Support and Second Language Acquisition: Cross-Cultural Differences in Psychological Needs Based on SDT and Pedagogical Responses[J].Journal of International Education and Development,2026,10(04):103-106. DOI： 10.47297/wspiedWSP2516-250022.20261004.

摘要

Abstract

A substantial body of research has confirmed the positive impact of teacher emotional support on second language acquisition (Dewaele et al.

2018; MacIntyre & Gardner

1991)

yet few studies have focused on the structural differences in students' psychological needs across different cultural contexts. Based on Self-Determination Theory (SDT; Deci & Ryan

2000; Ryan & Deci

2000)

this paper analyzes the differences in the three basic psychological needs—autonomy

competence

and relatedness—between East Asian and Western students

and explores how these differences influence the effectiveness of teacher emotional support. The study also proposes specific pedagogical strategies in response to these differences. The findings indicate that East Asian students rely more on relatedness and competence support

with a contextual need for autonomy support (Iyengar & Lepper

1999)

while Western students prioritize autonomy satisfaction

viewing competence support as a pathway to self-actualization (Deci & Ryan

1985). Teachers should adapt their emotional support strategies according to students' cultural backgrounds to optimize second language acquisition outcomes.

关键词

Keywords

references

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