外语学习无聊情绪与外语成绩关系探究

Abstract

The “affective turn” and “positive turn” in applied linguistics have brought positive psychology into the field of SLA, making emotion studies a focal point. This study, framed within positive psychology and Complex Dynamic Systems Theory, analyzes boredom, the scores of college entrance examination and the English final exam scores for 369 non-English majors in Class B and 75 in Class C. Results indicate:1) Class C students’ foreign language learning boredom is significantly lower than Class B, while their English exam scores are significantly higher. 2) Class B students’ foreign language learning boredom is significantly negatively related to English exam scores. This study suggests that students with different language proficiency exhibit differences in foreign language learning boredom, and boredom negatively influences academic achievements. College English tiered teaching should align with the dynamic emotional development of students, fostering emotional intelligence to improve students’ academic achievements and personal well-being.