The present study is among the first to investigate how three foreign language (FL) emotions, namely FL enjoyment (FLE), anxiety (FLCA), and boredom (FLB), are related to each other. It is the first study to consider how the three FL emotions are shaped by one learner-internal variable (attitude toward the FL), by two perceived teacher behaviors (frequency of use of the FL in class and unpredictability), and how all these variables jointly affect leaners’ FL achievement. Participants were 332 FL learners from all over the world studying a wide variety of FLs who filled out an online questionnaire. A close-fitting structural equation model revealed associations between FLE, FLCA, and FLB. Teacher behaviors positively affected FLE, with no discernible effect on FLB or FLCA. Only FLCA was found to have a (negative) effect on academic achievement. The study confirms the complex relationship between teacher behaviors and positive emotions in the FL classroom.

本研究是首批调查三种外语 (FL) 情绪，即 FL 享受 (FLE)、焦虑 (FLCA) 和无聊 (FLB) 如何相互关联的研究之一。这是第一个考虑三种 FL 情绪如何由一个学习者内部变量（对 FL 的态度）、两种感知的教师行为（在课堂上使用 FL 的频率和不可预测性）以及所有这些变量如何形成的研究共同影响学习者的 FL 成就。参与者是来自世界各地的 332 名学习各种 FL 的 FL 学习者，他们填写了一份在线问卷。一个紧密拟合的结构方程模型揭示了 FLE、FLCA 和 FLB 之间的关联。教师行为对 FLE 有积极影响，对 FLB 或 FLCA 没有明显影响。只有 FLCA 被发现对学业成绩有（负面）影响。