The present longitudinal study investigated the changes of FLE (foreign language enjoyment) and FLA (foreign language anxiety) over time in the foreign language classroom and their relationship with foreign language learning motivation and learners’ personality traits. Fifty-five college students completed an FLE/FLA questionnaire after English classes over 14 weeks. They also completed a motivation questionnaire and a personality questionnaire. The results revealed that FLE was less stable over time as compared to FLA. A number of motivational factors (e.g. ought-to L2 self, ideal L2 self, motivated behavior) were found to be related to both the mean and the variance of FLE and FLA over time. Moreover, several personality traits (e.g. extraversion) also played a role in FLE and FLA. Pedagogical implications were discussed.

目前的纵向研究调查了外语课堂中FLE（外语享受）和FLA（外语焦虑）随时间的变化及其与外语学习动机和学习者人格特质的关系。在14周的英语授课后，有55名大学生完成了FLE / FLA调查问卷。他们还完成了动机问卷和个性问卷。结果表明，与FLA相比，FLE随时间推移不稳定。发现许多动机因素（例如，应该成为L2自我，理想的L2自我，动机行为）与FLE和FLA随时间的平均值和方差相关。此外，一些人格特质（例如外向性）在FLE和FLA中也起作用。讨论了教学意义。