An Empirical Study on the Relationship between Emotional States and Foreign Language Aptitude among Middle School Students

本研究基于多维情绪量表和LLAMA语言能力测试，系统探讨了情绪因素(包括状态无聊、特质无聊、状态焦虑、特质焦虑及正负性情绪)与中国中学生外语学习能力的关系。研究结果显示，状态无聊和特质无聊与LLAMA D (声音识别，p = 0.001)、LLAMA E (词汇学习，p = 0.007)、LLAMA F (语法归纳，p = 0.038)三项语言子能力均呈显著负相关；而在LLAMA B (声音辨别，p > 0.05)维度上，未见显著相关关系。本研究在理论层面上为Pekrun的控制–价值理论(Control-Value Theory)与Fredrickson的拓展——建构理论(Broaden-and-Build Theory)提供了实证支持，揭示负性情绪可能通过削弱学习动机并限制认知资源，进而抑制信息加工效率，最终影响外语学习表现。基于此，研究建议外语教学实践应高度重视学生的情绪状态，依据不同语言能力，设计并实施差异化的情绪调节与干预策略，以提高外语学习能力。This study employed the Multidimensional Mood Questionnaire and the LLAMA test, to systematically explore the relationship between emotional factors (including state boredom, trait boredom, state anxiety, trait anxiety, and both positive and negative emotions) and foreign language aptitude among Chinese middle school students. The findings showed that both state boredom and trait boredom were significantly negatively correlated with three LLAMA subcomponents: LLAMA D (sound recognition, p = 0.001), LLAMA E (vocabulary learning, p = 0.007), and LLAMA F (grammatical inference, p = 0.038). In contrast, no significant association was observed for LLAMA B (phonetic discrimination, p > 0.05). The findings provide empirical support for Pekrun’s Control-Value Theory and Fredrickson’s Broaden-and-Build Theory, suggesting that negative emotions may impair foreign language aptitude by undermining learning motivation and limiting cognitive resources, thereby reducing information processing efficiency. In light of these findings, it is recommended that foreign language instruction should incorporate differentiated emotional regulation and intervention strategies aligned with learners’ specific language learning profiles to enhance foreign language aptitude.