Learning a second/foreign language (L2) is a long process and L2 learners certainly will encounter setbacks and discouragements during this process. However, their reactions to these failures might be different based on their perceptions of L2 learning ability and their subsequent effort put into L2 learning. Based on this, the present study aimed at exploring two underresearched constructs within the field of applied linguistics, namely grit (continuous effort and interest for long-term goals) and language mindset (individuals’ perceptions of their language learning ability). We had five main aims: to examine (a) the factor structure of grit, (b) the factor structure of language mindset, (c) whether there are gender differences in grit or language mindset, (d) the relationships between language mindset and grittiness, and (e) the roles of grit and language mindset as predictors of L2 achievement. To address these aims, a total number of 1,178 university students who were taking general English courses took part in our study and completed the questionnaires. Results of confirmatory factor analysis indicated that the two-factor structure for both grit and language mindset fit the data better than the single-factor structure. We also tested several structural equation models and found that a growth language mindset weakly, but positively, predicted one component of grit (perseverance of effort, or POE), but not the other (consistency of interest, or COI). A fixed language mindset did not predict POE, but did negatively predict COI. Finally, only growth language mindset was a weak, positive predictor of L2 achievement. At the end, theoretical and pedagogical implications regarding the role of grit and language mindset in L2 learning are presented.

中文翻译：

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仔细研究毅力和语言心态作为外语成绩的预测因素

学习第二/外语（L2）是一个漫长的过程，L2学习者在这个过程中肯定会遇到挫折和挫折。然而，他们对这些失败的反应可能会因他们对二语学习能力的看法以及他们随后投入二语学习的努力而有所不同。基于此，本研究旨在探索应用语言学领域中两个未被充分研究的结构，即毅力（对长期目标的持续努力和兴趣）和语言心态（个人对其语言学习能力的看法）。我们有五个主要目标：检查 (a) 毅力的因素结构，(b) 语言思维方式的因素结构，(c) 毅力或语言思维方式是否存在性别差异，(d) 语言思维方式和语言思维方式之间的关系坚韧不拔，(e) 毅力和语言思维方式作为第二语言成绩预测指标的作用。为了实现这些目标，共有 1,178 名正在学习普通英语课程的大学生参加了我们的研究并完成了问卷调查。验证性因素分析的结果表明，勇气和语言心态的双因素结构比单因素结构更适合数据。我们还测试了几个结构方程模型，发现增长型语言思维模式弱但积极地预测了毅力的一个组成部分（努力的毅力，或 POE），但不能预测另一个组成部分（兴趣的一致性，或 COI）。固定语言思维不能预测 POE，但会负面预测 COI。最后，只有成长型语言思维模式是 L2 成就的一个弱的、积极的预测因素。在末尾，