The Interactions Between Foreign Language Learning Emotions And Learning Strategies Use Among High School Students

In recent years,with more attention to students’ mental health,researchers have taken emotions into consideration in FL classroom.According to Ellis’ Second Language Acquisition Model,learners’ affective status will influence quantity and type of learning strategies.Similar argument has been found in Krashen’s Affective Filter Hypothesis.Up to now,FLE and FLCA are the most representative and most studied emotions in positive emotion and negative emotion respectively.Many studies have proved their effects on FL learning and explore how to boost FL learning through adjustment of emotions.However,as an essential part of FL learning,the use of learning strategies has rarely been associated with FLE and FLCA by previous studies.According to the Complex Dynamic System Theory,it is safe to say that within FL learning,FLE,FLCA and learning strategies use are interacting with each other.The current study aims to figure out the interactions among FLE,FLCA and learning strategies use so as to facilitate the use of learning strategies through adjustment of FLE and FLCA.Based on previous studies and three supporting theories,a conceptual model displaying mediating and moderating effects of FLCA on the relationship between FLE and learning strategies use has been identified.When studying the interactions of the three variables,the conceptual model will be tested.The present study took 395 Senior 2 students in Chongqing J High school as participants.English was their foreign language.Questionnaire survey and written interview were employed to figure out following questions:(1)What is the present situation of FLE,FLCA,and learning strategies use?(2)What are the relationships between FLE,FLCA,and learning strategies use?(3)What are the interactional effects of FLE and FLCA on learning strategies use? SPSS 25.0 was used to analyze quantitative data and NVivo 11.0 was used to extract key words from feedback on written interview.Qualitative analyses were used to validate and enrich quantitative analyses.Results of the current study are as following: Firstly,students are at high-level FLE,middle-level FLCA,and middle-level learning strategies use.Secondly,FLE,FLCA,and learning strategies use are significantly correlated.FLE and FLCA are negatively correlated and they are two separate subsystems of emotion.FLE is positively linked to learning strategies use,while FLCA seems to be negatively related to it.Thirdly,there are significant combined effects of FLE and FLCA on learning strategies use.The variance of learning strategies use is mainly predicted by FLE,and less by FLCA.According to mediation model test and moderation model test,the mediating effect and moderating effect of FLCA on the relationship between FLE and learning strategies use are significant.FLE can not only directly predict the variance of learning strategies use,but also indirectly predict it through the mediating effects of FLCA.And the indirect effects are much weaker than direct effects.As a moderator,FLCA can significantly weaken the positive effects of FLE on learning strategies use.The current study further proves the correlations between FLE,FLCA,and learning strategies use.Moreover,it unveils the interactions among the three variables.FLE and FLCA have significant combined effects on learning strategies use and FLCA is identified to have mediating and moderating effects on the relationship between FLE and learning strategies use.Thus,some feasible suggestions have been offered to high school English teachers to boost learning strategies use through the adjustment of FLE and FLCA.It is expected that the current study can make some contributions to the first-line English teaching.