Learning a foreign language can be frustrating for some people and very enjoyable for some others. Emotions are one of the most important factors in the use of English as a foreign language located in the center of attention of many researchers. One of the emotion-inducing contexts for learning English as a foreign language can be the setting of an imagined community. Our focus in this study was on the emergence of emotions, both positive and negative, of three groups of six university students engaged in an English-speaking literature criticism TV program as an imagined community. The program encompassed a specific day to discuss a fiction and a final report of the program specified for publication in one of the well-established literary bulletins. Each member constructed a specific imagined identity in each group as critics, photographers, reporters, and presenters competing with each other for the final selection of the best critique and presentation on the discussion day as well as the publication of the best report. A triangulation of data was gathered including an interview, observation, an open-ended questionnaire as well as personal journals which were qualitatively analyzed. The results showed the emergence of enjoyment resulting from the constructed imagined identities in the classroom as well as facilitative negative emotions such as anxiety leading to the consolidation of the participants’ imagined affiliations.

中文翻译：

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想象中的社区中的外语焦虑和享受

学习外语可能使某些人感到沮丧，而对另一些人则非常有趣。情绪是将英语作为外语使用的最重要因素之一，它是许多研究者关注的中心。将英语作为外语学习的一种诱发情绪的环境可以是一个想象中的社区。我们在这项研究中的重点是正以想象中的社区形式从事英语文学批评电视节目的六名大学生的三组正反两种情绪的出现。该方案包括特定的一天，以讨论该方案的小说和最终报告，并指定在其中一项知名的文学公告中出版。每个成员在评论家，摄影师，记者和主持人相互竞争，以便在讨论日最终选出最佳评论和演讲，并出版最佳报告。收集了三角数据，包括访谈，观察，开放式问卷以及定性分析的个人期刊。结果表明，愉悦的出现源于教室中所构想的身份认同以及诸如焦虑之类的促进性消极情绪，从而导致参与者的想象中的亲属关系得到巩固。不限成员名额的问卷以及定性分析的个人期刊。结果显示，愉悦的产生源于教室中所构想的身份认同以及诸如焦虑之类的促进性消极情绪，从而导致参与者的想象中的联系得到巩固。不限成员名额的问卷以及定性分析的个人期刊。结果表明，愉悦的出现源于教室中所构想的身份认同以及诸如焦虑之类的促进性消极情绪，从而导致参与者的想象中的亲属关系得到巩固。