情绪对语言学习影响重大，因而语言学习者的情绪调节能力对教学质量和结果至关重要。教育部指出，学生应能针对学习中的消极情绪，采取有效措施进行自我调整，并对英语学习保持积极态度。本研究旨在调查学生在语言学习中的情绪体现和情绪调节策略的使用，并探究不同语言能力的学生是否并有何差异。为此，105名来自某外国语学校的高一新生参与本次研究并填写相关问卷，为了深入探究，9名处于不同语言能力（高、中、低）的学生参与进一步的一对一访谈。质性数据的编码工作以及简单的量化分析借助NVivo12完成。分析结果表明，有挑战性的局势更容易引起语言学习者的消极情绪，且他们使用的情绪调节策略比较有效。具体而言，学习者最容易拥有的情绪是焦虑，悲伤和兴趣，如果比较不同语言水平学习者的情绪情况会发现，低水平的学生更容易拥有消极情绪，而高水平则相反。就情绪调节策略而言，各个水平的学习者都倾向于使用修改处境(Situation modification)中的执行任务(Task enactment)和改变认知(Cognitive change)中的接受(Acceptance)，学生自学时也会使用休息(Resting)和引起消极情绪(Negative induction)策略。然而，相比于中低水平的语言学习者，高水平学生更倾向于通过努力解决问题从而调节情绪；中等水平学生更倾向于先不和同伴对比，再增强自信，最后集中于任务；而低水平学生则更容易逃避任务或者寻求帮助。

Emotion plays a big role in language learning, and learners’ emotion regulation is of vital importance in educational quality and outcomes. As Ministry of Education of the People’s Republic of China points out, students are required to take effective methods to self-regulate against negative emotions and keep positive in learning English. Aiming to investigate students’ emotion and emotion-regulation strategies during language learning, with contrast in different proficiency levels, the research involves 105 senior one students from a foreign language school. After filling a questionnaire designed by vignette methodology, in order to further delve, 9 of them in three levels of language proficiency (high, middle, low) were selected to participate in one-on-one interviews. The qualitative data was coded and simple quantitative analysis was done in NVivo 12. Results of these analyses have indicated that language learners tend to have negative emotions in challenging situations, and most use of emotion-regulation strategies is effective. The top three emotions most frequently experienced are anxiety, sadness, and interest. When investigating the differences among learners in three levels of language proficiency, low-level participants tend to be more negative and high ones more positive. In terms of emotion-regulation strategies, language learners in all levels of proficiency tend to use Task enactment in Situation modification family and Acceptance in Cognitive change family. Resting and Negative induction are also preferred by some language learners when they study on their own. Compared with learners in middle and low levels, those in high level of proficiency tend to use those strategies focusing on solving problems by efforts. Language learners in middle level who do not have enough confidence are more likely to stop comparing with peers, reassure themselves, and focus on task. Participants in low level tend to escape or seek help.