With the shift from negative psychology to positive psychology in the field of applied linguistics, and in alignment with the dynamic turn in this filed, recent studies have tried to micro-map foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE) from a dynamic perspective. However, the signature dynamics of learners’ FLCA, as a negative emotion, and FLE, as a positive emotion, are yet to be explored. Inspired by Dornyei (2014), we used the innovative approach of retrodictive qualitative modeling (RQM) to explore the signature dynamics of the two variables. Having identified the learner archetypes of FLE and FLCA via focus-group interviews with a group of teachers regarding their learners’ enjoyment and anxiety experiences, we conducted in-depth interviews with one prototypical student from each archetype in order to discover the trends and trajectories leading to a specific outcome or attractor state by tracking and investigating the dynamic occurrences backwards. The results provided us with new insights into the dynamic trends leading to different archetypes of FLE and FLCA as well as the adoptability of the RQM to studies on the dynamics of enjoyment and anxiety.

中文翻译：

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追溯外语课堂焦虑和外语享受的签名动态：追溯性定性模型

随着应用语言学领域从消极心理学向积极心理学的转变，并与该领域的动态变化保持一致，最近的研究试图从微观上映射外语课堂焦虑（FLCA）和外语享受（FLE）。动态的观点。然而，学习者的FLCA作为一种消极情绪，而FLE作为一种积极情绪的标志性动态尚待探索。受Dornyei（2014）的启发，我们使用了追溯定性建模（RQM）的创新方法来探索两个变量的特征动力学。通过与一群教师就学习者的享受和焦虑经历进行的焦点小组访谈，确定了FLE和FLCA的学习者原型，我们对来自每个原型的一名原型学生进行了深入采访，以通过追踪和调查动态事件的发生来发现导致特定结果或吸引子状态的趋势和轨迹。结果为我们提供了有关导致FLE和FLCA不同原型的动态趋势的新见解，以及RQM在研究享乐和焦虑动态方面的适应性。