Although the number of studies into grit in second/foreign language (L2) learning is on the rise, available empirical evidence is still scant, particularly in relation to links between the two facets of (L2) grit (i.e. perseverance and interest), positive (i.e. enjoyment, curiosity) and negative (i.e. in-class and after-class boredom, anxiety) emotions as well as motivation. In addition, most research has been quantitative in nature and has mainly targeted Asian contexts. In order to fill these gaps, a mixed-methods study was undertaken among English majors and English student teachers in Hungary. It aimed to: (1) characterize the participants in terms of the variables under investigation, (2) identify their profiles in relation to general grit and L2 grit, and (3) determine the differences between the identified clusters with respect to different emotions and motivation. Quantitative data were collected from 331 students by means of a composite questionnaire while semi-structured interviews with nine participants were employed to gather qualitative data. Among other things, cluster analysis allowed identification of four distinct groups of participants while analysis of variance indicated that, overall, higher levels of (L2) grit were accompanied by higher levels of positive emotions and motivated behavior, and lower levels of negative emotions. Content analysis of the interview data, however, testified to the complexity of (L2) grit, its potential malleability, complex interactions with other variables, and context-dependence.

中文翻译：

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（L2） 毅力、情感和积极学习行为：匈牙利英语专业的案例


尽管对第二语言/外语 （L2） 学习中的毅力的研究数量正在增加，但可用的实证证据仍然很少，特别是与 （L2） 毅力（即毅力和兴趣）、积极（即享受、好奇心）和消极（即课内和课后无聊、焦虑）情绪以及动机这两个方面的联系有关。此外，大多数研究本质上是定量的，主要针对亚洲背景。为了填补这些空白，在匈牙利的英语专业学生和英语学生教师中进行了一项混合方法研究。它旨在：（1） 根据所调查的变量对参与者进行表征，（2） 确定他们与一般毅力和 L2 毅力相关的概况，以及 （3） 确定已识别的集群之间关于不同情绪和动机的差异。通过综合问卷从 331 名学生那里收集定量数据，同时对 9 名参与者进行半结构化访谈来收集定性数据。除其他外，聚类分析允许识别四组不同的参与者，而方差分析表明，总体而言，较高水平的 （L2） 毅力伴随着较高水平的积极情绪和积极行为，以及较低水平的负面情绪。然而，对访谈数据的内容分析证明了 （L2） 毅力的复杂性、其潜在的可塑性、与其他变量的复杂交互以及上下文依赖性。