This study used idiodynamic methodology to investigate the dynamics of second language (L2) learners’ foreign language anxiety (FLA) and foreign language enjoyment (FLE), and the details of emotion regulation (ER) directed at managing these emotions, in pair‐ and group‐work speaking tasks performed by 10 advanced English‐as‐a‐foreign‐language (EFL) learners. L2 classroom tasks were video recorded and then while viewing them, participants registered their emotion ratings per second. In stimulated‐recall interviews, they revealed the causes of emotional intensity fluctuations and ER strategies used to manage the emotions. Additionally, the adapted Cognitive Emotion Regulation Questionnaire was used to collect quantitative data from a larger same‐population sample (N = 103). The major high ecological validity results concerned (a) the highly individual patterns of emotional intensity fluctuations, with FLA fluctuating more than FLE, (b) the common triggers and mitigators of FLA and FLE—including specific errors, performance deficits, and message‐conceptualization problems—and FLE triggers and mitigators related to its social aspect, (c) the varying degrees of the relationship between FLE and FLA, which depends on communication dynamics, and (d) a range of ER strategies, including their chains (sequences) and clusters (co‐occurrence), with a special focus on the most common category—namely, cognitive ER, some types of which emerged as automatic ER processes.

中文翻译：

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第二语言课堂口语任务中的情绪和情绪调节：结合自然动力和定量视角的混合方法研究


本研究采用自然动力学方法研究了第二语言（L2）学习者的外语焦虑（FLA）和外语享受（FLE）的动态，以及旨在管理这些情绪的情绪调节（ER）的细节，配对和由 10 名高级英语作为外语 (EFL) 学习者执行的小组作业口语任务。 L2 课堂任务被视频记录下来，然后在观看这些任务时，参与者记录了他们每秒的情绪评级。在刺激回忆访谈中，他们揭示了情绪强度波动的原因以及用于管理情绪的 ER 策略。此外，改编后的认知情绪调节问卷用于从更大的同一人群样本中收集定量数据（氮= 103）。主要的高生态效度结果涉及 (a) 情绪强度波动的高度个体化模式，FLA 的波动大于 FLE，(b) FLA 和 FLE 的常见触发因素和缓解因素，包括特定错误、表现缺陷和信息概念化问题——以及与其社会方面相关的 FLE 触发因素和缓解因素，(c) FLE 和 FLA 之间关系的不同程度，这取决于沟通动态，以及 (d) 一系列 ER 策略，包括它们的链（序列）和集群（共现），特别关注最常见的类别，即认知 ER，其中某些类型作为自动 ER 过程出现。