This article focuses on the role of perezhivaniya, or “emotional experiences,” in understanding L2 learning motivation. In creating, maintaining, and possibly terminating L2 learners' ideal or ought-to L2 selves (Dörnyei, 2009), not all L2-related experiences but only emotional ones having personal, subjective meaning are primarily involved. By using a grounded theory approach, 103 pre-service teachers' previous L2 learning experience and their motivational fluctuations from preschool to high school were analyzed. The motigraph of students showed that early childhood English education made a noticeable difference. The qualitative data proved the importance of early English input, the role of significant relationships, and the synergistic effect of emotional experiences and their positive appraisal. This article argues that L2 learners' accumulation of emotional experiences and their appraisal of those experiences are crucial to recognizing their L2 selves and enhancing the level of L2 learning motivation. The issue of self- and other-regulation and the expansion of the zone of proximal development through perezhivaniya are also discussed.

本文重点介绍perezhivaniya的作用或“情感体验”，以了解第二语言的学习动机。在创造，维持和终止二语学习者的理想或应接受的二语自我中（Dörnyei，2009），并不是所有与二语学习有关的经历，而是仅涉及具有个人，主观意义的情感经历。运用扎根的理论方法，分析了103名职前教师以前的L2学习经验以及他们从学龄前到高中的动机波动。学生的笔迹表明，幼儿英语教育产生了显着的变化。定性数据证明了早期英语输入的重要性，重要关系的作用以及情感体验和积极评价的协同作用。本文认为，第二语言学习者的 情感经验的积累和对这些经验的评估对于认识他们的L2自我和提高L2学习动机的水平至关重要。自我和其他调节的问题以及近端发育区域的扩展还讨论了perezhivaniya。