Epistemic Emotions in Foreign Language Learning: Psychological Investigation and Pedagogical Inquiry

在2022年第一财政年度（FY2022），取得了以下进展。在心理调查方面，收集了E-NAWL项目的学术词项、公式化序列和情感语境的认识性数据，为实验研究奠定基础。教学探究取得了更多的成就。首先，通过不断收集学习者对阅读材料的情绪反应，启动泛读材料的情绪标注。正在进行的研究的建议和衍生分析在5月份在兵库举行的第30届日本情感研究学会年会上和8月份在网上举行的第二届世界广泛阅读会议上发表。其次，利用跨学科理论和见解，新的深度主动学习教学法已经被开发和实施。这包括在今年8月举行的第61届日本大学英语教师协会国际大会上在线展示的“蜘蛛网法”；发表于第23届英语教师协会外语教学与应用语言学国际研讨会；最引人注目的是P4ELT（英语语言教学/教师/学员哲学），它于8月在东京/hybrid举行的第20届国际儿童哲学探究理事会双年国际会议上发表。至于理论探究/哲学整合，一份手稿被提交并作为预印本出版，关于情感的另一种实用主义模型。

In the first fiscal year of 2022 (FY2022), the following progress was made. As for Psychological Investigation, data were collected about the epistemicity of academic word items, formulaic sequences, and emotional contexts of E-NAWL items, paving the way for experimental study. More were achieved for Pedagogical Inquiry. First, emotional tagging of extensive reading materials was initiated by continuously collecting learners' emotion responses to reading materials. Suggestions and spin-off analysis from the ongoing study were reported at the 30th Annual Conference of the Japan Society for Research on Emotions in Hyogo in May and at the 2nd Extensive Reading Around the World Conference on line in August. Second, new deep active learning pedagogies have been developed and implemented, utilizing cross-disciplinary theories and insights. This includes Spider Web approach, which was presented at the 61st Japan Association of College English Teachers International Convention on line in August; Quality Talk approach, which was presented at the 23rd International Conference and Workshop on TEFL & Applied Linguistics of English Teachers’ Association in Taipei/hybrid in November; and most notably, P4ELT (Philosophy for English Language Teaching/Teachers/Trainees), which was presented at the 20th Biennial International Conference of the International Council of Philosophical Inquiry with Children in Tokyo/hybrid in August. As for Theoretical Inquiry/Philosophical Integration, a manuscript was submitted and published as a preprint about an alternative pragmatic model of emotions.