期刊名称：Electronic Journal of Foreign Language Teaching (e-FLT)
电子版ISSN：0219-9874
出版年度：2019
卷号：16
期号：1
页码：1-15
出版社：National University of Singapore
摘要：This study examined university students’ reports of eight achievement emotions in their EFL classes in Mexico.
Although anxiety has dominated the research agenda in language learner emotions for decades, second language
researchers have begun to examine more recently the role of other emotions. Pekrun’s (2006) framework
includes three positive (e.g. hope) and five negative emotions (e.g. shame) that learners might experience in
class. These emotions are important because they influence learners’ use of learning strategies and, in turn,
performance. In this study, 412 participants (M = 173, F = 239) voluntarily completed an online Spanish version
of Pekrun’s (2006) Achievement Emotions Questionnaire, namely the AEQ-Argentine (Sánchez-Rosas, 2015).
The results indicated that learners report significantly higher levels of enjoyment, hope, and pride, in their
English classes, while three negative emotions: anger, shame, and boredom were rated as highly as anxiety
was. No gender differences were found in the eight emotions. However, analyses revealed that two cohorts
(low achievers and students in higher semesters) experienced significantly more negative emotions than did
high achievers and first-semester students. The importance of understanding how to respond to the negative
emotions experienced by these two groups is emphasized.
