Zeng Yijun
Department of International Business, Hainan College of Foreign Studies, Wenchang, China.
Front Psychol. 2021 Aug 12;12:737613. doi: 10.3389/fpsyg.2021.737613. eCollection 2021.
The introduction of positive psychology into foreign/second language learning has led to a multitude of novel theoretical and empirical studies. Foreign language enjoyment (FLE) is regarded as a response to the widely examined concept of classroom anxiety. The majority of these studies have investigated the effect of learners' and teachers' characteristics (Xie and Derakhshan, 2021) pertaining to FLE on learners' academic achievement and their engagement in classroom tasks. Following a seminal study by Dewaele and MacIntyre (2014) and the development of the primary FLE scale, some researchers evaluated the extent of learners' enjoyment in the language learning environment; these studies approved the effectiveness and prominence of FLE throughout the learning process. The present review is an attempt to review studies on FLE during the past two decades. The related literature confirms the significance and efficiency of promoting FLE in the classroom because it brings about higher levels of motivation and engagement among language learners and leads to prolonged success and achievement. A summary of the major efforts regarding this area of research is presented in this study.
积极心理学在外语/第二语言学习中的引入引发了大量新颖的理论和实证研究。外语学习乐趣（FLE）被视为对广泛研究的课堂焦虑概念的一种回应。这些研究大多调查了与外语学习乐趣相关的学习者和教师特征（谢和德拉克尚，2021）对学习者学业成绩及其参与课堂任务的影响。在德瓦埃勒和麦金太尔（2014）的一项开创性研究以及主要的外语学习乐趣量表编制之后，一些研究人员评估了学习者在语言学习环境中的乐趣程度；这些研究证实了外语学习乐趣在整个学习过程中的有效性和重要性。本综述旨在回顾过去二十年中关于外语学习乐趣的研究。相关文献证实了在课堂上促进外语学习乐趣的重要性和有效性，因为它能提高语言学习者的动机水平和参与度，并带来长期的成功和成就。本研究呈现了关于这一研究领域的主要成果总结。
