近年来，积极心理学研究迅速发展，且研究倾向之一为情绪转向。然而，学界未曾就语言学习中的情绪及情绪调控策略的定义达成共识。此外，《普通高中英语课程标准》中也将情绪策略视作高中生学习能力的一部分，高中生的情绪及其调控得到高度重视。为增加高中生情绪及情绪调控策略的实证研究，本研究试图探究参与者在语言学习过程中经历的情绪、使用的情绪调控策略、这些策略产生的效果及情绪与情绪调控策略的影响因素。

研究对象是以方便抽样原则选取的我国东南某省份一所全日制普通高中的80名学习者。本研究根据Bielak与Mystkowska-Wiertelak (2020a) 对语言学习中的情绪管理问卷MYE的使用建议，采取混合研究方法。定量数据来自MYE中的封闭性问题，定性数据由MYE中的开放性问题及根据目的性抽样针对三位受访者进行的田野笔记与刺激性回溯访谈构成。数据分析方法主要采用以下方式：第一，对MYE中封闭性问题的回答采用描述性分析，包括情绪倾向性、是否经历此种情景及是否受到教师帮助等信息。第二，对MYE中的开放性问题、田野笔记及访谈使用NVivo12软件主题分析。研究者也使用SPSSAU21.0检验变量间是否存在关联。

研究表明，第一，学习者在语言学习中会经历复杂的情绪。其中，积极情绪包括感激、期待、兴趣、愉悦、外语平和心态，消极情绪包括生气、害怕、无聊、愧疚、伤心。情绪因情景影响在倾向与分布两方面表现出其复杂性。第二，学习者面对MYE九个情景时会使用六大类情绪调控策略，这些策略的效果表现在学习成果与学习体验两方面。情绪调控策略使用频率由高到低包括，分配注意力、反应重构、情境重构、认知重构、不做什么及增强能力六个大类。具体情绪调控策略使用会因MYE情景不同而有差异。情绪调控策略的效果包括学习成果与学习体验两方面，学习成果方面包括完成语言任务、改善语言表现以及增强语言能力，学习体验方面包括避开失败惩罚与享受成功奖励。第三，根据对观察与访谈内容进一步分析，情绪的影响因素包括（不）安全感、与同伴比较、教师态度、学习活动类型；情绪调控策略使用的影响因素则包括课堂气氛、可用资源、学习者的信念。

本研究进一步增进对语言学习中的情绪与情绪调控策略的理解，同时点明关注学习情绪及情绪调控策略教学的必要性。针对语言教师，本研究就干预营造积极情绪、融入情绪调控策略教学及调整策略建议频率三方面给出具体建议。

In recent years, research on positive psychology has grown rapidly. One of the research tendencies is emotion turning. However, there is no consensus on defining emotions and emotion regulation strategies in language learning. In New English Curriculum, emotion strategies are also included in students’ learning competencies. Thus, emotions and emotion regulation processes have been given high priority in secondary education. To add more empirical studies on emotions and emotion regulation strategies of senior high school students, this study intends to investigate emotions experienced and emotion regulation strategies used by learners, the effects of emotion regulation strategies, and the factors influencing emotions and emotion regulation strategies.

Based on the principle of convenience sampling, the participants were eighty learners from a senior high school in one of the southeastern provinces of China. This study adopted a mix-method approach according to Bielak and Mystkowska-Wiertelak’s (2020a) recommendations. The quantitative data was from closed questions in a questionnaire Manage Your Emotions for Language Learning (MYE). Qualitative data consisted of answers to open-ended questions in MYE, and field notes and interview transcriptions in the stimulated recall interviews with three purposeful sampled participants. The questionnaire was translated and back-translated. Some of the instructions in the translated questionnaire were refined based on the result of pilot study. The data was analyzed in two ways. Firstly, the answers to closed questions were analyzed descriptively, including the valence of emotions, whether they had experienced such situations and whether they had been helped by teachers. Secondly, thematic analysis of the answers to open-ended questions in MYE, field notes and interview transcripts was conducted using NVivo12. In addition, SPSSAU21.0 was used to test whether there were statistical connections among different variables.

Findings from the study reveals that learners experience a complex range of emotions during language learning. Positive emotions include gratitude, hope, interest, enjoyment, and foreign language peace of mind, while negative emotions include anger, fear, boredom, guilt, and sadness. Scenarios influence emotions experienced by students, which have been characterized by complex valence and complex distribution. Second, learners use six broad categories of emotion regulation strategies to regulate their emotions in the nine MYE scenarios, and they are effective in learning achievement and learning experience. The broad categories of emotion regulation strategies rank according to frequency, including attentional deployment, response modulation, situation selection, cognitive change, doing nothing, and enhancing capability. The specific emotion regulation strategies vary by scenarios in MYE. The effects of emotion regulation strategies consist of two aspects, learning achievement and learning experience. Learning achievement is about completing language tasks, improving language performance and enhancing language ability. Besides, avoiding punishment of failure and enjoying rewards of success are two other aspects of learning experience. Third, the influencing factors of emotions include (in) security, comparison with peers, teacher’s attitude and type of learning activity. The influencing factors of emotion regulation strategies include classroom atmosphere, available resources and learners’ beliefs.

This study further enhances understanding of emotions and emotion regulation strategies in language learning, and demonstrates the necessity for paying attention to students’ emotions and instructions of emotion regulation strategies. For language teachers, this study offers specific suggestions, including creating positive emotions through intervention, incorporating the teaching of emotion regulation strategies, and adjusting the frequency of suggestions on some emotion regulation strategies.