二语习得（SLA）领域的研究者长期致力于外语焦虑等负性情绪的研究，而随着积极心理学在外语情绪研究中的影响力逐渐增强，越来越多SLA研究者开始关注学习者的积极情绪。愉悦情绪是外语学习中最受关注、最普遍的积极情绪之一，多项研究表明外语愉悦对促进外语学习、提高外语水平有重要作用。相较于外语焦虑，外语愉悦的研究开始时间较晚，未来发展存在较大空间，国内有关研究更是处于萌芽阶段。

本研究以积极心理学中的拓展-构建理论(Fredrickson, 2001)和期望-价值理论(Pekrun,2006)为理论基础，探索国内高中生的英语课堂愉悦情绪现状、成因及其对英语学习的影响，具体包含三个研究问题：（1）高中生英语课堂愉悦水平如何？（2）高中生英语课堂愉悦情绪的影响因素有哪些？（3）英语课堂愉悦情绪对高中生英语学习有什么影响？

本研究中采用定量定性相结合的研究方法对研究问题进行分析探究。研究对象是北京市某高中的全体学生，共有703名学生参加了问卷调查，9名高中生及3名英语教师参加了访谈。研究工具为英语课堂愉悦量表(ECES) (Jin & Zhang, 2018)、英语学习投入量表(Skinner et al., 2008; Lam et al. 2014; 郭继东、李玉，2018)及开放性问卷(Liu & Hong, 2021)。本研究使用SPSS23分析调查问卷数据，使用Nvivo11分析开放性问卷和访谈数据，研究结果如下：

（1）中国高中生英语课堂愉悦处于中等水平，略低于国际平均水平和中国大学生的平均水平，略高于中国初中生平均水平。

（2）高中生英语课堂愉悦受到学习者内外部因素影响，涉及性别、年级、英语水平、英语喜爱度等学习者相关因素，课堂活动、教学内容、教师个性特征等教师相关因素及同伴交流、同伴认可等同伴相关因素。

（3）英语课堂愉悦对高中生英语学习有多方面影响，能够正向预测高中生英语学习投入的四个维度和英语成绩，英语学习投入在英语课堂愉悦对英语成绩的影响中起部分中介作用。

Researchers in second language acquisition (SLA) have mostly focused on the study of negative emotions. With the increasing influence of positive psychology on emotion study in SLA, researchers have gradually focused on the positive emotions. Foreign Language Enjoyment (FLE) is one of the most popular positive emotions in SLA. However, the research on FLE is just still at an early stage, especially in China.

This study explored FLE in the context of Chinese senior high schools on the basis of two theories within a positive psychology perspective, namely broaden-and-build theory and control-and-value theory. Specifically, the present study was guided by three research questions: (1) What is the current situation of senior high school students’ English classroom enjoyment (ECE)? (2) What are the causes of senior high school students' ECE? (3) What are the effects of ECE on their English learning?

The quantitative and qualitative methods were used to investigate the research questions. The population of the study was all students in a senior high school in Beijing. 703 students participated in the questionnaire survey, and 9 students and 3 teachers participated in the interviews. The research instruments included English Classroom Enjoyment Scale (ECES) (Jin & Zhang, 2018), English Learning Engagement Scale (Skinner et al., 2008; Guo & Li, 2018) and open-ended questions (Liu & Hong, 2021). SPSS23 and Nvivo11 were used to analyze data. The results were as follows:

(1) Chinese senior high school students’ ECE was at a medium level, slightly lower than the international average level and the level of Chinese college students, slightly higher than the level of Chinese junior high school students.

(2) The sources of high school students' ECE included learner-related factors such as gender, grade level, English proficiency, etc., teacher-related factors such as teaching content, classroom activity and teacher personality characteristics, etc., and peer-related factors such as peer communication and peer recognition.

(3) ECE positively predicted English learning engagement and achievement and was partially mediated by learning engagement to influence achievement.

Based on the results, the study proposed strategies for enhancing ECE, discussed the shortcomings of the study and provided suggestions for future research.