The Relationship Between Chinese EFL Learners’ Foreign Language Writing Enjoyment and Writing Vocabulary Strategy

Abstract

As an important aspect of second language learning, vocabulary has traditionally been the focus of foreign language writing instruction. However, since the introduction of positive psychology into the field of second language acquisition, research on learners’ writing vocabulary strategies from this perspective has not been abundant. The purpose of the present study is to explore the relationship between high school students’ foreign language writing enjoyment and writing vocabulary strategy. The results show that there is a significant positive relationship between senior high school students’ foreign language writing enjoyment and their writing vocabulary strategy, and that two factors: teacher appreciation and personal enjoyment have significant predictive effects on their writing vocabulary strategy. This suggests that positive emotions of both teachers and learners themselves can help to improve learners’ vocabulary application.