The Relationships of Language Attitude,Emotions,and Foreign Language Achievement:Urban-Rural Comparisons Based on Structural Equation Modeling
Drawing on the control-value theory,the current study aims to construe a mediation model consisting of language attitude,foreign language learning emotions,and foreign language achievement and testify the model based on four independent samples of the 7th and 8th graders from urban and rural regions of China(n,=588,n2=312,n3=617,n4=304).Independent t tests and structural equation modelling were adopted to analyze participants'questionnaire data and English final exam scores.Results showed that although there were significant urban-rural differ-ences in language attitude and English achievement,the attitude-emotion-achievement pattern was consistent across the urban-rural samples.Specifically,foreign language classroom boredom consistently mediated the relationships between language attitude and English achievement in the four samples,and its mediating effects took up 30.77％～48.71％of the total model effects.By contrast,foreign language enjoyment and anxiety did not play a mediating role.The findings provide directions for future research and practice.This study is a tentative attempt to incorpo-rate sociolinguistics,positive psychology,and educational psychology into foreign language edu-cation research,offering multidisciplinary implications.
language attitudeforeign language anxietyforeign language enjoymentforeign language learning boredompositive psychology
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