ABSTRACT In recent years, there has been growing interest in the role of affect within education. Within this paper, the authors make a distinction between affective pedagogy, which they refer to as ways of teaching that are designed to evoke particular emotional states, and affective knowledge, which they refer to as aspects of knowledge or knowing which seem to bring forth particular emotions organically. Using explicit grammar knowledge as a test case, they explore student teachers’ affective responses to learning, drawing upon interview data and observations made during a series of grammar courses. They argue that grammar learning is a potential source of pleasure, wonder and intensity. The findings provide an important counter-narrative to the prevailing discourse of grammar as dull and threatening. They also draw broader conclusions about the significance of affect in education, drawing upon affect theory and recent work on epistemic emotions.

中文翻译：

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情感知识与情感教学法：以母语语法学习为例

摘要 近年来，人们对情感在教育中的作用越来越感兴趣。在本文中，作者区分了情感教学法（他们将情感教学法称为旨在唤起特定情绪状态的教学方式）和情感知识（他们将其称为知识或知识的各个方面，它们似乎会带来特定的情感状态）情绪有机地。他们使用显性语法知识作为测试案例，利用访谈数据和一系列语法课程中的观察，探索学生教师对学习的情感反应。他们认为语法学习是快乐、惊奇和强度的潜在来源。这些发现提供了一个重要的反叙述，以反驳普遍存在的枯燥和威胁性的语法话语。