pisco_log
banner

Literature Review on Domestic Second Language Acquisition Emotional Research Based on Citespace Co-word Visualization Analysis of Academic Journals

Ziyue Qiao

Abstract


This paper is based on the full-text database of the China National Knowledge Infrastructure (CNKI) from 1998 to 2022, which
includes foreign language journals. Using the CiteSpace software, a scientific knowledge map of the field of second language acquisition emotional research in China is drawn to analyze the research hotspots, frontiers, and trends in the field over the past decade. The study found that:
in recent year, Chinese second language acquisition emotional research mainly adopts empirical research and mixed research of qualitative
and quantitative methods; the research frontier is the study of foreign language anxiety, foreign languag enjoment, and foreign language boredom; the most significant change in research evolution is the shift from focusing on foreign language anxiety to focusing on foreign language
enjoyment, boredom and other emotions, and there is a positive turn, with more recent research focusing on positive emotions such as enjoyment, grit and pride.

Keywords


Second Language Acquisition; Learner Emotions; Research Hotspots; Visualization Analysis

Full Text:

PDF

Included Database


References


[1] Cui Y & Meng Y R. (2023). A study on the relationship between self-efficacy, foreign language pleasure and English proficiency from

the perspective of positive psychology. Foreign Language Studies (01), 75-80.

[2] Dewaele J-M, MacIntyre P. (2019). The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety[C] Abingdon: Routledge.

[3] Dewaele, J.-M. & L.Dewaele. (2017). The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment

of students aged 12 to 18. A pseudo-longitudinal investigation.Journal of the European Second Language Association1(1).1222.

[4] Dewaele, J.M., and Li, C. (2022). Foreign Language Enjoyment and Anxiety:Associations With General and Domain-Specific English

Achievement[J]. Chinese Journal of Applied Linguistics, 45(1), 32-48.

[5] Dong Lian-qi.(2021). The relationship between foreign language anxiety and academic achievement of Chinese English Learners: a

meta-analysis. Foreign Languages (01), 54-61.

[6] Horwitz, E.K., Horwitz, M.B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70, 125-132.

[7] Jean Marc Dewaele & Peter MacIntyre. (2024). You cant start a fire without a spark. Enjoyment, anxiety, and the emergence of flow

in foreign language classrooms. Applied Linguistics Review(2), 403-426.

[8] Jiang Guiying & Li Chengchen.(2017). A review and prospect of second language acquisition research from the perspective of positive

psychology. Foreign Languages (05), 32-39.

[9] Jiang, G., and Li, C. (2017).SLA Research in the Positive Psychology Perspective: Review and Prospects[J]. Foreign Language

World(5), 32-39.

[10] Li C C. (2020). A Positive Psychology Perspective on Chinese EFL Students Trait Emotional Intelligence, Foreign Language Enjoyment and EFL Learning Achievement[J]. Journal of Multilingual and Multicultural Development(3), 246-263.

[11] Li Chengchen & Han Ye.(2022). The predictive effect of pleasure, anxiety and boredom in Foreign language learning on learning effectiveness in online courses. Modern Foreign Languages (02), 207-219.

[12] Li Chengchen & Lu Xiaojun.(2022). Boredom in Foreign Language learning: a scope-based review approach. Foreign Language Teaching and Learning (06), 70-76.

[13] Li Chengchen, Li Wei & Jiang Guiying, (2024). Emotion Research in Second Language learning: Review and prospect. Modern Foreign

Languages (01), 63-75.

[14] Li Chengchen. Research on Second Language Acquisition from the perspective of Positive Psychology: A Review and Prospect (2012-

2021)[J]. Foreign Language Teaching and Learning, 2019, 42(04):57-63.

[15] Liang Huijuan & Chu Tong.(2013). A survey and empirical study on the influence of emotion on second language writing innovation.

Foreign Languages in China (02), 61-66.

[16] Liu Honggang & Li Jing.(2021). Boredom in Foreign Language Learning: A review and prospects. Journal of Foreign Languages Institute of PLA (05), 10-17+160.

[17] Luo Y T. (2021). Implications of Krashens Second Language Acquisition Theory on English teaching in China. Educational Theory and

Practice (27), 59-61.

[18] MacIntyre, P.D., & Gardner, R.C. (1989). Anxiety and Second?Language Learning: Toward a Theoretical Clarification. Language

Learning, 39, 251-275.

[19] MacIntyre, P.D., & Vincze, L. (2017). Positive and negative emotions underlie motivation for L2 learning1.

[20] Picard, R.W. (1997). Affective Computing.Computer Science, Psychology.

[21] Seligman, M E P, Csikszentmihalyi M. (2000). Positive Psychology: An introduction [J]. American Psychology(1), 5-14.

[22] Wang Yuqi, (2023). The relationship between second language perseverance and communicative intention: The mediating effect of foreign language pleasure and anxiety. Modern Foreign Languages (01), 42-55.

[23] Yu Weihua, Shao Kaiqi & Xiang Yizhen.(2015). The relationship between emotional intelligence, foreign language learning anxiety and

English learning performance. Modern Foreign Languages (05), 656-666+730.

[24] Zhang Gaode & Chen Fei.(2023). Semantic-prosodic processing of emotional vocabulary among Chinese English learners with different

L2 levels. Foreign Language Teaching and Research (01), 79-90+160.




DOI: http://dx.doi.org/10.70711/neet.v2i7.5100

Refbacks

  • There are currently no refbacks.