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e questions: (1) What is the dynamic correlation pattern between FLA and FLE during L2 oral production? (2) What are the sources of dynamic changes in FLA and FLE during L2 oral production? (3) How do FLA and FLE affect Chinese EFL learners’ L2 speech performance? The first two research questions correspond to the first objective and the last research question corresponds to the second one. 

Chapter Two Literature Review

2.1 Foreign Language Emotion

The introduction of positive psychology and its underpinning theories (eg., MacIntyre & Gregersen, 2012; Mertcer & MacIntyre, 2014) has enabled SLA researchers to take a holistic view of FL learners’ positive and negative emotional experiences. Despite the great diversity of foreign language emotions (MacIntyre & Vincze, 2017), the present study only focuses on the most prevalent ones, FLA and FLE, which are metaphorically referred to as the left and right feet of FL learners (Dewaele & MacIntyre, 2016). In this section, the definitions of FLA and FLE are discussed.

2.1.1 Negative Emotion-Foreign Language Anxiety

Of the multiple emotions, the negative emotion, anxiety, has received the most scholarly attention in the field of SLA over the past forty years (Ellis, 2008; Li & Han, 2021). Anxiety can be categorized into three types, namely trait anxiety, state anxiety, and situation-specific anxiety. Trait anxiety refers to “a more permanent predisposition to be anxious” (Scovel, 1978: 137) and can be seen as an aspect of personality. State anxiety involves the subjective feelings of tension, apprehension, fear, nervousness, and worry experienced immediately as a response to a specific situation (Spielberger, 1983). FLA belongs to the latter one, situation-specific anxiety, which means that anxiety is continuously aroused by a specific kind of situation or event (MacIntyre & Gardner, 1991).

2.2 Previous Research on Foreign Language Anxiety and Enjoyment

After a brief introduction to the notion of FLA and FLE, an overview of empirical studies related to this investigation is presented in this section. Resonating with the “Positive Renaissance” (Dewaele & Li, 2020), foreign language emotion research has begun to flourish and expanded quickly. Extant studies mainly focused on the FLA-FLE relationship, the sources, and the potential effects of the two variables.

2.2.1 Relationship between Foreign Language Anxiety and Enjoyment

To confirm whether FLE is on the positive end of a continuum and FLA at the negative pole, the seminal studies of Dewaele and MacIntyre (2014, 2016) have been the cornerstones of the ensuing flourishing research focusing on the relationship and interactions between the two variables (Boudreau et al., 2018; Piniel & Albert, 2018; Fang& Tang, 2019; Shirvan & Taherian, 2020; Resnik & Dewaele, 2021; Yeşilçınar & Erdemir, 2022).

Dewaele and MacIntyre (2014) first juxtaposed FLE and FLA in the same study and developed the Foreign Language Enjoyment Scale (FLES), with which they investigated the relationship between the two variables. They collected data from an international sample with participants coming from 90 different countries. Most of the participants were from western countries like the Belgium and the Britain. Although the findings suggested a significant nega本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。