Abstract: Second Language Learning has captured the minds of youngsters as it opens roads to different destinations. Learning English as a second language in particular has become a necessity. But, for most of the students from rural background, this is not as easy as it sounds. They face a lot of challenges during the course of learning English as a second language. Some students are under constant stress during this process, and according to the psychologists, the current pandemic scenario has increased the case of depression among students. This depression can also be attributed to some of the false ideas and notions that the students may have from negative influences. Sigmund Freud, a great neurologist and psychologist of his period, has come up with many strategies to overcome anxiety and depression, and these strategies can be used to overcome the anxiety and depression caused during language learning. As it is really important for students to have a positive mindset during language learning, teachers are in dire need to help students to develop positive attitude which can enhance the learning. The Penn Resiliency Program, which has its roots in Sigmund Freud’s psychoanalysis, can help students in effectively overcoming the anxiety and depression and travel towards productive language learning. In this Penn Resiliency Program, students are made to adapt coping skills of positive psychology as a counterbalance to the effects of anxiety and depression. In a classroom setting, the students should not be trained to deny the existence of problems, but they can be trained to complement it with positive ideas. With the help of positive psychology, students’ attention and thinking can be broadened which can lead to new experiences and learning. It is the prime responsibility of teachers to have a good understanding of the psychological needs of the students and to inculcate in them positive attitude with the help of positive psychology.

Key words: Psychology in English Language teaching, Positive Psychology and Language learning, resilience and language learning.

| DOI: 10.17148/IARJSET.2021.8937