【摘要】 文章使用定量和定性相结合的方法考察了156名来华初级阶段留学生的中文学习愉悦/焦虑。定量分析结果显示:留学生中文愉悦和焦虑水平和其他语言学习者相似,且愉悦水平超过焦虑;中文愉悦和焦虑是两种本质不同的情感;男生和女生的愉悦/焦虑水平差异总体不明显;已掌握的外语数量和中文焦虑呈现负相关;初级阶段留学生的学习成绩与中文愉悦/焦虑没有显著关系,这一结论符合复杂动态系统理论的假设。定性分析结果表明外语愉悦的来源有:良好的人际关系、学习进步带来的成就感、真实的语言使用体验、中文和中国文化的魅力及中文课。更多还原

【Abstract】 Of emotional factors in foreign language learning,foreign language classroom anxiety(FLCA) has attracted much research interest for a long time.Dewaele & MacIntyre(2014) proposed a term in their relevant studies,foreign language enjoyment(FLE),which refers to the positive parallel concept of FLCA.This study has investigated 156 Chinese L2 beginners’ enjoyment and anxiety.The results of quantitative analysis show that Chinese L2 learners’ FLE and FLCA levels are similar to those of the learners learning other languages across the world.In addition,their FLE level significantly overtakes their FLCA level.FLE and FLCA are essentially two different emotions.Female and male learners do not differ significantly in their FLE and FLCA levels.FLCA is negatively correlated to the numbers of acquired foreign languages.Learners’ academic performance is either significantly related to FLE or FLCA,which is in line with the dynamic system theory.The results of the qualitative analysis indicate that FLE is mainly from good interpersonal relationship,learning progress,experience in authentic language use,Chinese language/culture,and Chinese-language class.It finally proposes some suggestions for Chinese L2 teaching.更多还原