Pleasure-Driven Communication: A Study on Affective Factors and Interaction in Junior High School Foreign Language Classrooms

本研究以重庆市某中学57名初二学生为样本，旨在探讨初中生外语愉悦情绪与外语课堂交际意愿的关系。采用量化调查法与质性观察工具，基于拓展–建构理论框架对数据展开实证分析。结果表明，外语愉悦情绪与课堂交际意愿呈现显著正相关(r = 0.72, p This study investigates the relationship between foreign language enjoyment (FLE) and classroom willingness to communicate (WTC) among 57 eighth-grade students from a middle school in Wanzhou District, Chongqing. Utilizing a mixed-methods approach combining quantitative surveys and qualitative observation tools, the research is grounded in the Broaden-and-Build Theory. Results demonstrate a significant positive correlation between FLE and WTC (r = 0.72, p < 0.01). Based on these findings, practical recommendations are proposed for educators to enhance students’ cognitive engagement and communicative efficacy, including optimizing classroom interaction environments, implementing differentiated emotional support strategies, and designing collaborative learning tasks.