传统的外语习得研究历来侧重于纯认知路径，忽视了情感等非认知因素的重要作用。 然而，最近的研究强调了情绪的重要作用，它直接或间接地影响着外语的表现和习得。随 后，出现了大量关注焦虑情绪的研究。30 年后，随着积极心理学带来的积极转向，对愉悦 等积极情绪的研究也进入了语言学习的研究视野。如今，国内的研究多集中在高中生和大 学生身上，初中生较少。然而，初中阶段的青少年经历着生理变化、身份转变和情感挑战， 这些都可能体现在外语学习中，并影响外语学习成绩。

因此，本研究采用定量和定性相结合的方法，调查了中国初中英语学习者的外语课堂 焦虑(FLCA)和外语愉悦(FLE)水平，并研究两种情绪之间的相关性及其对英语学业成 绩的预测作用。共有 169 名参与者提供了有效问卷。定量结果显示，参与者的 FLE 水平 相对较高(M = 4.05)，FLCA 水平适中(M = 2.51)。此外，定量和定性结果均显示，考试 相关因素是引发焦虑的主要原因，而教师相关因素则是增加外语愉悦的重要来源，这与以 往的研究结果一致。定性结果表明，从小学过渡到初中的过程中，学生的焦虑水平有所增 加。此外，FLCA 和 FLE 之间存在较强的负相关(r = -.592)，这表明焦虑的增加与外语愉 悦的减少有关。与先前的研究结果相反，本研究发现 FLCA 对英语学业成绩的预测效应比 FLE 更强。这些发现突显了 FLCA 和 FLE 在影响学生语言学习成绩方面的关键作用。

Traditional foreign language acquisition research has historically emphasized pure cognitive pathways, neglecting the crucial role of non-cognitive factors such as emotions. However, recent studies emphasize the significant role of emotions that directly or indirectly influence foreign language performance and acquisition. Subsequently, a significant amount of research focusing on anxiety emotions emerged. 30 years later, following the positive turn brought about by positive psychology, the study of positive emotions such as enjoyment also entered into the research spotlight of language learning. Nowadays, many domestic studies focus on high school and college students, with fewer on junior high students. However, teenagers in junior high experience physical changes, shifting identities, and emotional challenges, which may manifest in foreign language learning, affecting academic achievement.

Therefore, this study, employing both quantitative and qualitative methods, investigates the levels of Foreign Language Classroom Anxiety (FLCA) and Foreign Language Enjoyment (FLE) among junior high school English learners in China, along with their correlations and predictive effects on English learning achievement. A total of 169 participants provided valid questionnaire responses. Quantitative results reveal that participants exhibited a relatively high level of FLE (M = 4.05) and a moderate level of FLCA (M = 2.51). Besides, both quantitative and qualitative results unveiled that exam-related factors predominantly caused anxiety, while teacher-related factors contributed significantly to enjoyment, which aligned with prior research outcomes. Qualitative results indicate that transitioning to junior high school heightened students’ anxiety levels. Furthermore, a strong negative correlation (r = -.592) between FLCA and FLE indicates that heightened anxiety correlates with reduced enjoyment in language learning. Contrary to previous research, FLCA exhibited a stronger negative predictive effect on English learning achievement compared to FLE. These findings underscore the crucial roles of FLCA and FLE in shaping language learning outcomes among students.