Empirical work exploring additional language (L+) learning emotions has both proliferated and expanded its focus over the past 15 years. The current article explores one possibility for responding to the challenge of capturing and describing emotions in order to furnish a more contextualized, multidimensional picture of emotions in L+ learning: the small‐lens approach. From the perspective of the author as a practitioner–researcher, this article draws on data from an L+ discussion activity. Via the activity, the practitioner–researcher identified an emotional outcome of interest and examined the historical buildup to this phenomenon. A narrative of the research process applied aims to illustrate the ways in which multimodal analysis and interrogation of psychological timescales might illuminate intersections between the social and individual. Rather than delineating a complete description of the research, the article strives to intimate possibilities and stimulate more nuanced, situated, and dynamic empirical work into the emergence of emotions in instructed L+ learning. While not the primary focus, some of the teleological (functional) aspects of emotions and emotional expression are also unearthed.

中文翻译：

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课堂语言学习情绪的时间尺度和多模态的小镜头


在过去的 15 年里，探索额外语言 （L+） 学习情绪的实证工作既激增又扩大了其关注点。本文探讨了一种应对捕捉和描述情绪挑战的可能性，以便在 L+ 学习中提供更加情境化、多维的情绪图景：小镜头方法。从作者作为从业者研究人员的角度来看，本文借鉴了 L+ 讨论活动的数据。通过这项活动，从业者-研究人员确定了感兴趣的情感结果，并研究了这种现象的历史积累。所应用的研究过程的叙述旨在说明多模态分析和对心理时间尺度的询问可能阐明社会和个人之间的交叉点的方式。本文没有对研究进行完整的描述，而是努力揭示可能性，并激发对指导式 L+ 学习中情绪的出现进行更细致、定位和动态的实证工作。虽然不是主要关注点，但情绪和情绪表达的一些目的论（功能）方面也被挖掘出来。