Despite emerging evidence for the link between teacher emotions and student outcomes, research on language teachers’ classroom emotions is still scarce. This study adopts a framework rooted in appraisal-based emotion theory to explore the complexity of teachers’ emotional lives and the nature of language teacher emotions in the classroom, using anxiety as a starting point and drawing on vignette methodology for emotion elicitation. A total of 272 foreign and second language teachers from North America, Asia, and Europe completed an online version of the Foreign Language Teacher Emotion Questionnaire. Each teacher evaluated two vignettes of anxiety-provoking classroom scenarios along six appraisal dimensions and reported their emotions. Results indicate great levels of emotional complexity, revealing both the frequent presence of multiple positive emotions and the rare experience of anxiety as the sole emotion in anxiety-provoking classroom scenarios. At the same time, regression analyses found that anxiety's appraisal pattern explains between 16% and 48% of the variance in anxiety across all vignettes. Implications for adopting appraisal-based emotion theories and vignette methodology in language teachers’ classroom emotion research in second language acquisition are discussed.

中文翻译：

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使用小插图方法对引发焦虑的课堂情境中的语言教师情绪进行基于评估的检查

尽管越来越多的证据表明教师情绪与学生成绩之间存在联系，但对语言教师课堂情绪的研究仍然很少。本研究采用植根于基于评估的情绪理论的框架，以焦虑为出发点，并利用小插曲方法进行情绪引发，探讨教师情绪生活的复杂性和课堂语言教师情绪的本质。共有来自北美、亚洲和欧洲的272名外语和第二语言教师完成了在线版的外语教师情感问卷。每位教师沿着六个评估维度评估了两个引发焦虑的课堂场景的小插曲，并报告了他们的情绪。结果表明情绪复杂性很高，揭示了在引发焦虑的课堂场景中，多种积极情绪的频繁出现和焦虑作为唯一情绪的罕见经历。同时，回归分析发现焦虑的评估模式解释了所有小插曲中 16% 到 48% 的焦虑差异。讨论了在第二语言习得的语言教师课堂情感研究中采用基于评价的情感理论和小插曲方法的意义。