The study examined the relationship between chronic regulatory focus, L2 self-guides, L2 anxiety, and motivated behavior. Questionnaire data were collected from 161 English learners in a foreign language context. Multiple regression results showed that the participants’ promotion focus (concerned with accomplishments and achievements) strongly and negatively predicted their L2 anxiety whereas their prevention focus (concerned with safety and obligations) was unrelated to L2 anxiety. Additionally, ought L2 self/own and ought L2 self/other, which have a prevention focus, positively predicted L2 anxiety, whereas ideal L2 self/own, which has a promotion focus, was a negative predictor. L2 anxiety was not directly related to motivated behavior for either promotion-focused or prevention-focused learners. The results suggest that a promotion-focused approach in L2 learning and teaching might minimize L2 anxiety.

中文翻译：

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语言学习中的动机-焦虑界面：监管焦点视角

该研究检查了慢性调节焦点、二语自我引导、二语焦虑和动机行为之间的关系。问卷数据是从 161 名外语环境中的英语学习者那里收集的。多元回归结果表明，参与者的晋升重点（关注成就和成就）强烈且负面地预测他们的二语焦虑，而他们的预防重点（关注安全和义务）与二语焦虑无关。此外，具有预防焦点的应该 L2 自我/拥有和应该 L2 自我/其他，正向预测 L2 焦虑，而具有促进焦点的理想 L2 自我/拥有是负向预测因子。L2 焦虑与以促进或预防为重点的学习者的动机行为没有直接关系。