情感投入是学生学习投入的重要组成部分，它作为学业倦怠的对立面被提出。积极情感投入可以正向预测学生的学业成绩，对学生学习知识和掌握技能至关重要。笔者在教学实践和调查访谈中发现，汉语二语课堂存在学生情感投入不佳的情况，受疫情影响，这种情况变得更为普遍。而部分汉语教师，尤其使新手教师缺乏提高学生情感投入的有效手段。并且，根据对国内外已有的情感投入相关文献的考察，笔者发现汉语二语教学领域有关学生情感投入的研究也并不充分。基于此，我们有必要关注和改善汉语二语学习者情感投入的状况，丰富和充实汉语二语教学领域的情感投入研究。

本文在前人研究的基础上，对汉语二语学习者的积极情感投入进行更加具体细致的研究。首先从课堂观察出发，以学生的笑脸和笑声作为积极情感投入的标志，对相关汉语教学片段进行转录和描写，并基于图式理论和多元智能理论对积极情感投入的案例进行分析。研究发现，图式理论和多元智能理论能较好地解释学生产生积极情感投入原因，并且指导汉语教师的教学实践。

接着，本文在呈现和描写的基础上对积极情感投入的作用效果进行研究。该部分使用COLT量表，对师生问答互动环节的话语进行统计分析，证实了“积极情感投入能提升学生的语言表现和师生话语互动质量”的假设。为了进一步验证结论的科学性和有效性，笔者还设计了调查与访谈，用于考察汉语教师和汉语学习者视角下的影响学生情感投入的因素，以及师生对以多元智能理论和图式理论为指导的教学策略的认可度。最后在全文研究的基础上从教师的教学层面提出了引导学生积极情感投入的策略。

希望本文的研究，能在一定程度上改善汉语二语学习者的学习情感投入状况，也使情感投入领域的研究更加系统和丰富。

Emotional engagement is an important component of learning engagement, which is proposed as the opposite of academic burnout. Positive emotional engagement has a positive predictive effect on students' academic performance and academic achievement, and is crucial for students to learn knowledge and master skills. The author found in teaching practice and survey interviews that there is a situation of poor emotional engagement among students in Chinese second language classrooms, which has become more common due to the impact of Covid-19. However, some Chinese teachers, especially novice teachers, lack effective means to enhance students' emotional engagement. Moreover, looking at existing literature both domestically and internationally, there is insufficient research on students' emotional engagement in the field of Chinese second language teaching. Based on this, it is necessary to pay attention to and improve the emotional engagement of Chinese second language learners, and enrich the research on emotional engagement in the field of Chinese second language teaching.

This study aims to conduct a more specific and detailed study on the positive emotional engagement of Chinese second language learners based on previous research. Firstly, this article starts from classroom observation, using students' smiling faces and laughter as symbols of positive emotional engagement, transcribing and describing relevant Chinese teaching fragments, and analyzing cases of positive emotional engagement based on schema theory and multiple intelligence theory. The research finds that schema theory and multiple intelligence theory can better explain the reasons for students' positive emotional engagement, and guide Chinese teachers' teaching practice.

Subsequently, this article studies the effects of positive emotional engagement on the basis of presentation and description. This section uses the COLT scale to conduct statistical analysis on the discourse of teacher-student Q&A interaction, confirming the hypothesis that "positive emotional engagement can improve students' language performance and the quality of teacher-student discourse interaction". In order to further verify the scientificity and effectiveness of the conclusions, the author also designed surveys and interviews to examine the factors that affect students' emotional engagement from the perspectives of Chinese language teachers and learners, as well as the recognition of teaching strategies guided by the theory of multiple intelligences and schema theory by teachers and students. Finally, based on the full text research, this article proposes strategies to guide students to actively engage in emotional engagement from the perspective of teachers' teaching.

I hope that the research in this article can improve the emotional engagement of Chinese second language learners to a certain extent, and also make the research in the field of emotional engagement richer and more systematic.