Introduction

Language learning is not only about acquiring language knowledge and skills，but also about development of emotions for the target language(Dewaele，2015).Development of foreign language emotions and development of cognitive ability are inseparable and complementary to each other.Focusing on the development of cognitive ability while ignoring emotional ability will impede learners’acquisition of the target language，and likewise，developing emotional ability while overlooking the development of cognitive ability will not promote language learning(Arnold，1999).Therefore，it is a worthwhile endeavour for language teachers to find out how to maintain students’foreign language emotions that promote language learning.However，there have so far not been many studies on language learning emotions in the area of second language acquisition(Dörnyei and Ryan，2015)，and almost all of those few studies on learner emotions have focused on“foreign language anxiety”(Prior，2019;Arnold and Brown，1999).If researchers only see negative emotions in foreign language learning，they will most likely overlook the effect of positive emotions on language learners and their second language development.Arnold(1999)has emphasised the importance of creating a conducive environment in the classroom in which the teacher and students collaborate in language learning by using the word“affect”to describe the role of emotions in language learning.More recently，the concept of“positive emotions”in foreign language learning has been proposed(MacIntyre and Gregersen，2012)，especially the emotion of“foreign language enjoyment”(Dewaele and MacIntyre，2014)，and research that focuses on positive emotions in foreign language learning has started to flourish.“Foreign language enjoyment”is a positive emotion that is diagonally opposite to“foreign language anxiety”，and these two emotions have to be looked at together closely if a complete picture of the emotions learners may have in the process of their language development can be fully observed.Merely studying foreign language anxiety only allows researchers and teachers to see a problematic side of language learning.In this sense，researchers must be aware of and consider the existence of a positive emotion“foreign language enjoyment”，and how students’language development will be affected by the interplay between foreign language anxiety and foreign language enjoyment(Dewaele and MacIntyre，2014).