Emotions in language learning are increasingly recognized as playing an important role in learner motivation and flourishing in the learning process. In consequence, much of the research published to date has focused on what happens when different emotions are experienced and the various states that these may lead to. However, studies that consider how language learners understand the importance of emotions in the context of their learning efforts as well as examine ways this understanding is experienced from the perspective of a language learner are scarce in the literature. To address this gap, the present study investigates how Japanese university language learners experienced a content and language integrated learning (CLIL) course specially designed to explore emotions in language learning, including emotional literacy, motivation, character strengths, mindsets, integrated emotion regulation, empathy, and confidence-building connected to positive and negative affect. To interpret this experience, we take a qualitative exploratory approach to analyse the final diary entries of 24 course participants, using the lens of positive psychology applied to language learning. The coding of the diaries uncovered four areas key to understanding the students’ experience, which included social capital, self-awareness of emotions, personal growth, and transformation. The findings suggest that the students profited in diverse positive ways through active engagement and reflection on the rich tapestry of emotion-related constructs connected to language learning, leading to the emergence of new perspectives, growth and transformation related to an enhanced awareness of emotions in language learning.

中文翻译：

---

探索语言学习中的情感：CLIL 课程中学习者的自我意识、个人成长和转变


人们越来越认识到语言学习中的情感在学习者动机和学习过程中发挥着重要作用。因此，迄今为止发表的大部分研究都集中在经历不同情绪时会发生什么以及这些情绪可能导致的各种状态。然而，文献中很少有研究考虑语言学习者如何在学习努力的背景下理解情感的重要性，以及从语言学习者的角度审视这种理解的体验方式。为了解决这一差距，本研究调查了日本大学语言学习者如何体验专门为探索语言学习中的情感而设计的内容和语言综合学习（CLIL）课程，包括情感素养、动机、性格优势、心态、综合情绪调节、同理心，以及与积极和消极影响相关的信任建设。为了解释这一经历，我们采用定性探索性方法，利用应用于语言学习的积极心理学的视角，分析了 24 名课程参与者的最终日记。日记的编码揭示了理解学生经历的四个关键领域，其中包括社会资本、情绪的自我意识、个人成长和转变。研究结果表明，学生通过积极参与和反思与语言学习相关的丰富的情感相关结构，以多种积极的方式受益，从而导致与语言中情感意识增强相关的新观点、成长和转变的出现学习。