Abstract Few jobs come without irritations, and foreign language instruction comes with its own particular set of frustrations which, when accumulated, can lead to stress and eventual burnout for teachers. One mechanism for reducing such frustrations is that of emotion regulation, the cognitive and behavioral strategies individuals employ to manage the emotions they experience or display. To date, no known studies have reported specifically on the in-class frustration experienced by language teachers, or on how teachers regulate their feelings of frustration. Herein, the authors discuss the experiences of seven EFL teachers at a university in Japan obtained through a series of semistructured interviews, classroom observations and corresponding stimulated-recall sessions. The authors discuss four salient thematic frustrations: student apathy, classroom silence, misbehavior in the context of relational strain, and working conditions. The results reveal that participants applied contextually-dependent emotion regulation behaviors, the success of which was often contingent on the participants’ levels of confidence and control over the stressors. Thus, participants showed more success in managing pervasive low-level stressors such as apathy and silence, and more support would be welcome to aid them to manage more debilitating stressors such as student misbehavior. The authors offer suggestions for teachers, trainers and institutions on reducing frustration.

中文翻译：

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大学语言教学中的教师挫折与情绪调节

摘要很少有工作没有烦恼，而外语教学则带有其自身的特殊挫折感，这些挫败感一旦累积就会导致教师的压力和最终的倦怠。减少这种挫败感的一种机制是情绪调节，即个人用来管理他们经历或表现出来的情绪的认知和行为策略。迄今为止，还没有已知的研究专门报道语言老师在课堂上遇到的挫败感，或者关于老师如何调节挫败感的报道。本文中，作者讨论了通过一系列半结构化访谈，课堂观察和相应的激发召回课程获得的日本一所大学的七名EFL老师的经历。作者讨论了四个突出的主题挫败感：学生的冷漠，课堂沉默，在关系紧张的情况下的不良行为以及工作条件。结果表明，参与者运用了上下文相关的情绪调节行为，其成功通常取决于参与者对压力源的信心和控制水平。因此，参与者在处理普遍的低水平压力源（如冷漠和沉默）方面表现出更大的成功，欢迎更多的支持来帮助他们管理更多的使人虚弱的压力源，如学生的不良行为。作者为教师，培训者和机构提供减少挫败感的建议。成功与否通常取决于参与者的信心水平和对压力源的控制。因此，参与者在处理普遍的低水平压力源（如冷漠和沉默）方面表现出更大的成功，欢迎更多的支持来帮助他们管理更多的使人虚弱的压力源，如学生的不良行为。作者为教师，培训者和机构提供减少挫败感的建议。成功与否通常取决于参与者的信心水平和对压力源的控制。因此，参与者在处理普遍的低水平压力源（如冷漠和沉默）方面表现出更大的成功，欢迎更多的支持来帮助他们管理更多的使人虚弱的压力源，如学生的不良行为。作者为教师，培训者和机构提供减少挫败感的建议。