An exploratory study on the relationships between positive emotions and target language vocabulary knowledge

ABSTRACT

In line with increasing attention being paid to the role of positive emotions in second language (L2) proficiency and knowledge, this study set out to examine the relationships between domain-specific emotions (L2 grit, language learning curiosity, foreign language enjoyment, and foreign language classroom anxiety) and L2 vocabulary knowledge. To this end, we administered a questionnaire consisting of domain-specific instruments, which purport to measure the target emotions, as well as two widely used L2 vocabulary tests. College students studying English in the South Korean context participated in the study, and they completed both the questionnaire and the vocabulary tests. The results revealed that participants’ vocabulary test scores positively correlated with positive emotions, such as a sub-construct of L2 grit (consistency of interest), language learning curiosity, and foreign language enjoyment. In contrast, their scores negatively correlated with negative emotion – foreign language classroom anxiety. In the regression analysis, it was also found that a sub-construct of L2 grit (consistency of interest) and language learning curiosity were significant predictors for L2 vocabulary knowledge, while controlling for the effects of other variables.

KEYWORDS:

• Foreign language enjoyment
• grit
• language learning curiosity
• positive psychology
• vocabulary knowledge

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Eun-Young Choi

Eun-Young Choi is a Ph.D student of English Education at Chung-Ang University. She ran a language school for elementary school students for 10 years. She graduated from the Department of Education at Ajou University with a Master’s Degree in English Education. Her interests are learners’ affective factors and teaching instructions in SLA.

Jang Ho Lee

Jang Ho Lee received his DPhil in education from the University of Oxford. He is presently a Professor in the Department of English Education at Chung-Ang University, Republic of Korea. His work has been published in Oxford Review of Education, Journal of Multilingual and Multicultural Development, System, Language Learning & Technology, Language Learning, Applied Linguistics, ReCALL, The Modern Language Journal, Language Teaching Research, Language Awareness, ELT Journal, and so on.