文献类型：期刊文献

英文题名：A Review of the Effectiveness of Foreign Language Enjoyment and Foreign Language Classroom Anxiety on Learners' Engagement and Attainment

作者：Shen, Jingping[1]

第一作者：沈静萍

通讯作者：Shen, JP[1]

机构：[1]Xinxiang Univ, Sch Foreign Languages, Xinxiang, Henan, Peoples R China

第一机构：新乡学院外国语学院

通讯机构：[1]corresponding author), Xinxiang Univ, Sch Foreign Languages, Xinxiang, Henan, Peoples R China.|[1107117]新乡学院外国语学院;[11071]新乡学院;

年份：2021

卷号：12

外文期刊名：FRONTIERS IN PSYCHOLOGY

收录：;Scopus(收录号：2-s2.0-85115201095);WOS:【SSCI(收录号:WOS:000697985900001)】；

基金：This study was supported by the Henan Province Teacher Education Curriculum Reform Project administered by the Education Department of Henan Province in 2021-A Study on the Cultivation Model of Primary and Middle School English Teachers under the Guidance of Teaching Practice Ability (Grant No: 2021-JSJYYB-122).

语种：英文

外文关键词：positive psychology; foreign language enjoyment; foreign language classroom anxiety; second language acquisition; success; engagement; attainment

摘要：Cognitive factors are not the fundamental determinants of success in language learning. Foreign language attainment depends on both cognitive and affective factors, highlighting the deeper impacts of the former. Some scholars started to investigate affective issues, particularly negative emotions in language learning studies; nevertheless, reducing negative emotions such as anxiety should be accompanied by the development of positive emotions (e.g., well-being, autonomy, and enjoyment). Since then, a great number of researchers have examined the impact of anxiety and enjoyment in foreign language literature, particularly after the introduction of reliable and valid foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE) scales. So, the present study aims to review contemporary scholarly articles and books in this regard. Findings suggest that there has been a major interest in the evaluation of FLCA and FLE across a variety of dimensions including personality traits, interpersonal characteristics, and classroom conditions. The central issues are summarized into three categories of the relationship between FLCA and FLE, the robustness of respective scales, and the impact of individual and interpersonal factors. Hence, this research attempts to highlight probable gaps and areas for further examinations to help enrich the literature and improve the theoretical knowledge.