The current study investigates how foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) and attitude/motivation (AM) of 360 learners of English, German, French and Spanish in a Kuwaiti university was shaped over the course of one semester by three teacher behaviours: frequency of using the foreign language (FL) in class, predictability and frequency of joking. Linear mixed modelling revealed a positive relationship between the three teacher behaviours and FLE as well as AM, but no significant relationship emerged with FLCA. Multiple comparison analyses showed that levels of FLE dropped significantly among students whose teacher joked very infrequently and infrequently. It thus seems that the absence of teacher jokes had a delayed cumulative effect on FLE. No interaction effects were found with time for FLCA and for AM. We conclude that teacher behaviours affect both AM and FLE, and that frequency of joking actually shapes FLE over time.

目前的研究调查了科威特一所大学的 360 名英语、德语、法语和西班牙语学习者的外语享受 (FLE)、外语课堂焦虑 (FLCA) 和态度/动机 (AM) 是如何在一个学期内被塑造的三种教师行为：在课堂上使用外语 (FL) 的频率、可预测性和开玩笑的频率。线性混合模型显示，三种教师行为与 FLE 和 AM 之间存在正相关关系，但与 FLCA 没有显着关系。多重比较分析表明，在老师很少和不经常开玩笑的学生中，FLE 水平显着下降。因此，教师笑话的缺失似乎对 FLE 产生了延迟的累积效应。对于 FLCA 和 AM，没有发现随时间的相互作用效应。