The Impact of Foreign Language Learning Emotions on the Academic Performance of Chinese French Major Students
DOI:
https://doi.org/10.61173/23wtpc58Keywords:
Chinese French major students, foreign language anxiety, foreign language enjoyment, academic achievementsAbstract
Nowadays, China advocates quality education and emphasizes the importance of emotional factors in language learning. The literature indicates that domestic scholars focus on studying English learners’ foreign language learning emotions while paying less attention to minor language learners. Therefore, this study conducts empirical research on the overall situation of foreign language enjoyment and anxiety of Chinese French major students and their correlation with academic achievements. This research finds that Chinese French major students generally have low levels of foreign language anxiety and moderate levels of foreign language enjoyment. There is a negative correlation between foreign language anxiety and learning performance and a positive correlation between foreign language enjoyment and it. Among them, foreign language anxiety has a stronger predictive effect on grades than foreign language enjoyment. Therefore, this paper argues that it is significant to explore ways to intervene eliminate anxiety, and improve enjoyment to alleviate the problem.
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