控制–价值理论视角下的外语学习情绪综述

A Review of Foreign Language Learning Emotions from the Perspective of Control-Value Theory

摘要: 控制–价值理论(Control-Value Theory, CVT)作为解释学业情绪产生机制的核心理论框架，自2006年正式提出以来，已成为二语习得情绪研究的重要理论基础。该理论通过对控制和价值两类认知评价的系统阐释，揭示了外语学习中愉悦、焦虑、无聊等积极与消极情绪的产生路径及其对学习成效的影响。本文系统梳理了2006~2026年间基于控制–价值理论的外语学习情绪研究，从理论基础、核心研究主题、研究方法创新、现有局限与未来方向五个维度展开综述。研究发现，控制–价值理论的核心逻辑已在多种语言和情境中得到验证；近年来的研究进一步拓展至数字化学习环境、情绪与成就的双向影响以及跨文化适应性等议题，但仍存在研究对象覆盖不足、干预研究薄弱等局限。未来研究应加强纵向追踪设计、深化教学干预实践并关注理论本土化，为外语教学中的情绪管理提供更具针对性的理论指导和实践方案。

Abstract: Control-Value Theory (CVT), as the core theoretical framework explaining the mechanisms underlying academic emotions, has become an important theoretical foundation for research on emotions in second language acquisition since its formal proposal in 2006. Through a systematic elaboration of the two types of cognitive appraisals—control and value—the theory reveals the pathways through which positive and negative emotions such as enjoyment, anxiety, and boredom arise in foreign language learning, as well as their influence on learning outcomes. This paper systematically reviews research on foreign language learning emotions based on CVT conducted between 2006 and 2026, organized along five dimensions: theoretical foundations, core research themes, methodological innovations, existing limitations, and future directions. The review finds that the core logic of CVT has been validated across multiple languages and learning contexts; recent studies have further extended the theory to digital learning environments, the bidirectional relationship between emotions and achievement, and cross-cultural adaptability, though limitations remain, such as insufficient coverage of learner populations and relatively weak intervention research. Future research should strengthen longitudinal designs, deepen instructional interventions, and attend to the localization of the theory, so as to provide more targeted theoretical guidance and practical solutions for emotion management in foreign language teaching.