Abstract While past research has provided valuable insights into the nature and impact of second language (L2) learners’ feelings, it has frequently stopped short of doing justice to learning as a dynamic undertaking conducted in particular contexts. Empirical work has also predominantly focused on classroom settings. The current research was instead carried out with undergraduate students from Japan and Australia in the unique context of an online L2 text chat exchange. The study collected longitudinal introspective and dialogical data in order to explore dynamic perceptions of feelings connected with communicative interactions during seven chat sessions. In the article, we use a narrative approach to highlight the story of one chat dyad. Basing our interpretations on a complexity perspective (Larsen-Freeman & Cameron, 2008), the study illuminates the heavily contextualized social psychodynamic emergence of these learners’ divergent L2 feeling trajectories. Participants’ feelings emerged over time through the sense that they made of their communicative interactions in the text chat, yet always also relationally connected with other aspects of their ongoing psychologies. As such, the article suggests the value of more situated, dynamic and socially-aware research into the complexity of L2 study feelings.

中文翻译：

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通过在线聊天的共同适应的社会背景出现不同的 L2 感受

摘要 虽然过去的研究提供了关于第二语言 (L2) 学习者感受的性质和影响的宝贵见解，但它经常未能公正地将学习视为在特定环境中进行的动态任务。实证工作也主要集中在课堂环境上。目前的研究是在在线 L2 文本聊天交流的独特背景下与来自日本和澳大利亚的本科生进行的。该研究收集了纵向内省和对话数据，以探索在七个聊天会话中与交流互动相关的感受的动态感知。在文章中，我们使用叙事方法来突出一个聊天二人的故事。基于复杂性视角的解释 (Larsen-Freeman & Cameron, 2008)，该研究阐明了这些学习者不同的 L2 情感轨迹的严重情境化社会心理动力学的出现。随着时间的推移，参与者的感受是通过他们对文本聊天中的交流互动产生的感觉而出现的，但也总是与他们正在进行的心理的其他方面相关联。因此，本文提出了对 L2 学习感受的复杂性进行更多情境化、动态化和社会意识研究的价值。