The relationship between foreign language anxiety (FLA) and foreign language enjoyment (FLE) experienced during a creative collaborative oral English-as-a-foreign-language task, and the relationships between FLE/FLA and task speech fluency were investigated. The task was performed by mid-intermediate/high-intermediate English learners (N = 43) in groups and culminated in 2-minute monologues by every participant, the breakdown (the ratio and length of mid- and end-AS unit pauses) and speed (mean length of run, articulation rate, and phonation time ratio) utterance fluency of which was measured. The relationship between FLA and FLE fluctuated between task parts, form negligible to medium-strong negative. There were numerous negative links between FLA and fluency, and less numerous positive links between FLE and fluency of various strength. These lend support to earlier claims that FLA is associated with impaired second language (L2) outcomes and positive emotions may facilitate L2 learning/performance. The links between fluency and FLA and FLE experienced during collaborative L2 processing/practice preceding the monologue the fluency of which was examined were more frequent and stronger than links with the emotions during the monologue, pointing to the possible depletion and improvement of L2 processing caused respectively by FLA and FLE especially during this stage. The emotions were linked especially with fluency indices associated with speech formulation/encoding. In regression analyses, proficiency was the strongest predictor of fluency, followed by much weaker predictive power FLA and then FLE, which may be related to participants’ relatively high L2 advancement. The results imply that L2 teachers exploit the emotional impact of learning tasks and attend to the emotional atmosphere of L2 classes, especially their enjoyability.

研究了在创造性协作口头英语作为外语任务中经历的外语焦虑（FLA）与外语享受（FLE）之间的关系，以及FLE/FLA与任务言语流畅度之间的关系。任务由中、中高级英语学习者完成（N= 43) 分组，每个参与者在 2 分钟的独白中达到高潮，细分（AS 单元中段和结束时停顿的比例和长度）和速度（跑步的平均长度、发音率和发声时间比例）话语流利程度进行了测量。FLA和FLE的关系在任务部分之间波动，形成可忽略不计到中强负向。FLA 与流利度之间存在许多负面联系，而 FLE 与各种强度的流利度之间的正面联系较少。这些支持了早先的说法，即 FLA 与受损的第二语言 (L2) 结果和积极情绪可能促进 L2 学习/表现有关。流畅度与 FLA 和 FLE 之间的联系在独白之前的协作 L2 处理/练习中经历的联系比独白期间与情绪的联系更频繁和更强，这表明可能分别导致 L2 处理的消耗和改善FLA 和 FLE 尤其是在这个阶段。情绪尤其与与语音制定/编码相关的流利度指数相关联。在回归分析中，熟练程度是流利度的最强预测因子，其次是预测能力弱得多的 FLA，然后是 FLE，这可能与参与者的 L2 进步相对较高有关。结果表明，二语教师利用学习任务的情感影响，关注二语课堂的情感氛围，尤其是他们的愉悦性。