The current study uses a pseudo-longitudinal design to investigate the trajectory of three lower-order dimensions of Foreign Language Enjoyment (FLE): FLE Teacher, FLE Personal and FLE Social (Botes et al., 2021) as well as 11 items/scales reflecting attitudes and motivation in the mini- Attitudes/Motivation Test Battery (Tennant & Gardner, 2004) of 85 Beginner, 322 Intermediate and 95 Advanced Moroccan English Foreign Language learners. Data were collected through an online questionnaire. One-way ANOVAs revealed a significant but non-linear increase for the values of three FLE dimensions across skill levels. Further one-way ANOVAs showed that the values of seven positively oriented motivation scales increased significantly and that the two anxiety scales decreased significantly across skill levels (very small effect sizes). Scheffé post-hoc tests confirmed that the strongest increase happened between Beginner and Intermediate levels for the FLE dimensions before levelling off at an Advanced level. This non-linear pattern was less clear-cut for the motivation scales. Correlation analyses revealed stronger relationships between the FLE dimensions and motivation scales at higher skill levels. We argue that FLE and motivation gradually reinforce each other at high skill levels. Some pedagogical implications are formulated.

本研究采用伪纵向设计来调查外语享受（FLE）的三个低阶维度的轨迹：FLE教师、FLE个人和FLE社交（Botes等人，2021）以及11个项目/量表反映了 85 名初级、322 名中级和 95 名高级摩洛哥英语外语学习者的迷你态度/动机测试电池（Tennant & Gardner，2004）中的态度和动机。通过在线调查问卷收集数据。单向方差分析显示，不同技能水平的三个 FLE 维度的值均出现显着但非线性的增长。进一步的单向方差分析表明，七个积极导向的动机量表的值显着增加，而两个焦虑量表在不同技能水平上显着下降（效应量非常小）。Scheffé 事后测试证实，FLE 维度的最强劲增长发生在初级和中级级别之间，然后在高级级别趋于平稳。对于动机量表来说，这种非线性模式不太明确。相关性分析表明，在较高技能水平下，FLE 维度与动机量表之间的关系更为密切。我们认为，FLE 和动机在高技能水平上逐渐相互增强。阐述了一些教学意义。