Based on theories of emotion contagion and social appraisal in interpersonal affect transfer and the control-value theory of achievement emotions, the present study examined associations between students’ perceptions of peer emotions and their own self-perceived emotions in English as a foreign language (EFL) classrooms. Data were collected from 103 seventh to ninth grade classrooms (n = 3,643) using self-report questionnaires. Doubly latent multilevel structural equation modeling showed that perceived peer enjoyment, anxiety and boredom, and students’ corresponding emotions for language learning, were positively related and that the effects of perceived peer enjoyment, anxiety and boredom on corresponding student emotions were mediated by control and value appraisals at the individual level. At the class level, however, the mediation effects were only significant for control appraisal as a mediator of effects on anxiety and value appraisal as a mediator of effects on boredom. Effects were robust across grade level, gender and previous language achievement. The discussion centers on the practical implications of peer emotion interactions for promoting foreign language development in classroom instruction.

基于人际情感转移中的情感传染和社会评价理论以及成就情感的控制价值理论，本研究考察了英语作为外语的学生对同伴情感的看法与他们自己的自我感知的情感之间的联系。 ）教室。数据收集自103个七年级至九年级教室（n= 3643）使用自我报告调查表。双潜在多层次结构方程模型表明，同伴的愉悦感，焦虑和无聊感以及学生对语言学习的相应情感正相关，而同伴的愉悦感，焦虑和无聊感对相应学生情感的影响是由控制和价值介导的。在个人层面上进行评估。然而，在课堂上，中介作用仅对控制评估（作为焦虑症影响的中介者）和价值评估（作为对乏味影响的中介者）具有重要意义。在年级，性别和以前的语言水平上，效果都很好。讨论的重点是同伴情感互动对促进课堂教学中外语发展的实际意义。