农村初中生英语学习愉悦、焦虑及无聊情绪与英语成绩的关系研究

Abstract

Based on the perspective of positive psychology, this article explores the status quo of students’ English learning enjoyment, anxiety and boredom in a rural middle school by investigating 203 participants in Grade two. From the data analysis, conclusions are drawn as follow: (1) Students experience a higher level of English learning enjoyment but lower levels of anxiety and boredom, while English learning anxiety is higher than boredom. (2) There is a significant gender difference in English learning anxiety, while there is insignificant difference between enjoyment and boredom. (3) There is a negative relationship between English learning enjoyment and anxiety, between English learning enjoyment and boredom and there is a positive relationship between English learning enjoyment and students’ academic achievements, and a negative relationship between English learning anxiety, boredom and students’ academic achievements. This study explores the relationship between foreign language learning emotions and foreign language academic achievements, which could further enrich studies of second language acquisition and the emotions of rural middle school students.