91论坛

91论坛 91论坛 队伍 91论坛 名录 李成陈
李成陈
/ 教授
英语系 博士生导师 [email protected]
基本介绍
91论坛 教授、博士生导师、博士后合作导师，伦敦大学学院教育学院荣誉教授。研究方向为积极心理学视角下的外语教育研究，主要围绕二语学习中的情绪、二语写作与乡村外语教育三个领域。担任国际语言学习心理学会副会长，Journal of Multilingual and Multicultural Development (SSCI, A&HCI) 联合主编、Studies in Second Language Learning and Teaching (SSCI) 副主编，同时任Annual Review of Applied Linguistics、The Journal for the Psychology of Language Learning、Research Methods in Applied Linguistics等国际期刊编委。入选湖北省“楚天学子”人才计划、科睿唯安“全球高被引科学家”(2024)、斯坦福大学“全球前2%顶尖科学家”(2022-2024)及爱思唯尔“中国高被引学者”(2023-2025)。主持国家社科基金、省部级、国际合作等各类项目10项，出版学术专著1部，发表学术论文52篇，其中SSCI论文31篇(一区29篇，一作25篇)，CSSCI论文14篇 (一作12篇)。其中4篇刊载于语言学旗舰刊物The Modern Language Journal和Studies in Second Language Acquisition。累计ESI高被引论文14篇，WOS他引率约95％。
工作经历
  • 2025-09-：91论坛 ,教授
  • 2022-09-2023-07：伦敦大学学院教育学院应用语言学研究中心（国家留学基金委公派博士后项目）,博士后
  • 2018-09-2024-07：华中科技大学91论坛 ,讲师、副教授
讲授课程
  • 2025-：《高阶通用学术英语》（本）《英语精读》（本）《智能语言实践》（本）《外语教育心理学》（硕）
  • 2019-2024：《学术英语写作》（本）《大学英语》（本）《心理语言学》（硕）《学术英语写作》（博）
学术论文
  • Li, C.*, & Lu, X. (2025).Tangible and intangible rewards: How do they relate to task-specific motivation and task performance in second language writing? System. //doi.org/10.1016/j.system.2025.103801 (Q1)
  • Li, C.*, Feng, E., & Li, S. (2025). Boredom and achievement in L2 learning: a meta-analysis. Applied Linguistics Review. //doi.org/10.1515/applirev-2024-0266 (Q1)
  • Li, C., & Li, W. (2025). The Enhancement of Creativity Through Foreign Language Learning: Do Personality Traits Matter? Bilingualism: Language and Cognition. 28(2), 510-521. //doi.org/10.1017/S1366728924000476 (Q1)
  • Feng, E., Li, C.*, Dewaele, J.-M., & MacIntyre, P. D. (2025). Language attitude and willingness to communicate: A longitudinal investigation of Chinese young EFL learners. Learning and Individual Differences. //doi.org/10.1016/j.lindif.2025.102639 (第一作者为本人指导的博士研究生) (Q1)
  • Li, C. (2025). Task-specific emotions in L2 writing: A control-value theory approach from a positive psychology perspective. Studies in Second Language Learning and Teaching. 15(1), 73–103. //doi.org/10.14746/ssllt.43371 (Q1)
  • Li, C., Li, W., & Lu, X. (2024). Task complexity and L2 writing performance of young learners: Contributions of cognitive and affective factors. The Modern Language Journal. 108 (3), 741–770. //doi.org/10.1111/modl.12954 (Q1)
  • Feng, E., & Li, C*. (2024). Examining the role of achievement goals in L2 learning: A cross-sectional and longitudinal study. System, 125, 103438. //doi.org/10.1016/j.system.2024.103438 (第一作者为本人指导的博士研究生) (Q1)
  • Li, C., Feng, E., Zhao, X., & Dewaele, J. M. (2024). Foreign language learning boredom: Refining its measurement and determining its role in language learning. Studies in Second Language Acquisition, 1-28. //doi.org/10.1017/S0272263124000366 (Q1)
  • Li, C., Wei, L., & Cai, J. (2024). Life satisfaction and L2 engagement in adolescents. ELT Journal, 78(2), 149-159. //doi.org/10.1093/elt/ccad054 (Q1)
  • Li, B., & Li, C*. (2024). Achievement goals and emotions of Chinese EFL students: A control-value theory approach. System, 123, 103335. //doi.org/10.1016/j.system.2024.103335 (Q1)
  • Li, C., & Han, Y. (2024). Learner-internal and learner-external factors for boredom amongst Chinese university EFL students. Applied Linguistics Review, 15(3), 901-926. //doi.org/10.1515/applirev-2021-0159 (Q1)
  • Li, C., Li, W., & Lu, X. (2023). Contributions of foreign language writing emotions to writing achievement. System. //doi.org/10.1016/j.system.2023.103074 (Q1)
  • Li, C., & Wei, L. (2023). Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement?. Studies in Second Language Acquisition, 45(1), 93-108. //doi.org/10.1017/S0272263122000031 (Q1)
  • Li, C., Dewaele, J.-M., & Hu, Y. (2023). Foreign language learning boredom: Conceptualization and measurement. Applied Linguistics Review. 14(2), 223-249. //doi.org/10.1515/applirev-2020-0124 (Q1)
  • Li, C., Pawlak, M., & Kruk, M. (2023). Achievement emotions and control-value appraisals in foreign language learning. Journal of Multilingual and Multicultural Development, //doi.org/10.1080/01434632.2023.218396 (Q1)
  • Li, C., & Yang, Y. (2023). Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language. International Review of Applied Linguistics in Language Teaching, 10.1515/iral-2022-0196 (Q1)
  • Li, C. (2022). Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables. Language Teaching Research. doi.org/10.1177/13621688221090324. (Q1)
  • Li, C., & Wei, L. (2022). Language attitudes: construct, measurement, and associations with language achievements. Journal of Multilingual and Multicultural Development, //doi.org/10.1080/01434632.2022.2137516 (Q1)
  • Li, C., Dewaele, J.-M., Pawlak, M. & Kruk, M. (2022). Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China. Language Teaching Research. //doi.org/10.1177/13621688221111623 (Q1)
  • Li, C. (2021). A Control-value Theory approach to boredom in English class among university students in China. The Modern Language Journal, 105(1), 317-334. //doi.org/10.1111/modl.12693 (Q1)
  • Dewaele, J.-M., & Li, C*. (2021). Teacher enthusiasm and students’ social-behavioral learning engagement: the mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25(6), 922-945. //doi.org/10.1177/13621688211014538 (Q1)
  • Li, C., Zhang, J., & Jiang, G. (2021). Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students. Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2021.1931246 (Q1)
  • Li, C., Huang, J., & Li, B. (2021). The predictive effects of classroom environment and trait emotional intelligence on foreign language enjoyment and anxiety. System, 96, 1-11. //doi.org/10.1016/j.system.2020.102393 (Q1)
  • Li, C. (2020). A positive psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement. Journal of Multilingual and Multicultural Development, 41(3), 246-263. //doi.org/10.1080/01434632.2019.1614187 (Q1)
  • Li, C., Fan, L., & Wang, B. (2020). The impairing effect of post-encoding positive emotion on associative memory for English vocabulary. PloS One.10.1371/journal.pone.0228614
  • Li, C., Dewaele, J.-M., & Jiang, G. (2020). The complex relationship between classroom emotions and EFL achievement in China. Applied Linguistics Review, 11(3), 485–510. //doi.org/10.1515/applirev-2018-0043 (Q1)
  • Li, C., & Xu, J. (2019). Trait emotional intelligence and classroom emotions: a positive psychology investigation and intervention among Chinese EFL learners. Frontiers in Psychology-Language Sciences. 10.3389/fpsyg.2019.02453
  • Li, C., Jiang, G., & Dewaele, J.-M. (2018). Understanding Chinese high school students’ Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment scale. System, 76, 183–196. //doi.org/10.1016/j.system.2018.06.004 (Q1)
  • Dewaele, J. M., & Li, C. (2018). “Editorial: Special Issue Emotions in SLA.” Studies in Second Language Learning and Teaching, 8(1), 15–20. //doi.org/10.14746/ssllt.2018.8.1.1 (Q1)
  • 李成陈，冯恩昊. 二语成就目标与学习投入的历时发展和交互研究[J]. 外语与外语教学, 2025(3): 1-13.
  • 李成陈. 积极心理学视角下二语习得追踪研究：话题与方法 [J].外语界，2025 (2): 25-34.
  • 李成陈, 李嵬. 认知能力与情绪对二语写作水平的协同预测作用[J]. 现代外语, 2024(4): 465-477.
  • 李成陈,李嵬.语言态度、情绪与外语成绩的关系：基于结构方程模型的城乡对比研究[J].外语与外语教学,2024,1(1):57-69.
  • 李成陈, 李嵬, & 江桂英. 二语学习中的情绪研究：回顾与展望 [J]. 现代外语. 2024, (1), 63-75.
  • 李成陈，陆筱俊．外语学习中的无聊情绪研究：范围综述[J]．外语教学，2022, 43(06):70-76.
  • 李成陈,韩晔,李斑斑.小学外语课堂无聊与外语成绩之间的关系及城乡差异研究[J].外语教学,2022，3, 50-55．
  • 李成陈, 韩晔. 外语愉悦、焦虑及无聊情绪对网课学习成效的预测作用[J]. 现代外语, 2022,45(2), 207-219.
  • 李成陈.积极心理学视角下的二语习得研究：回顾与展望（2012-2021）[J]. 外语教学.2021,4, 57-63.
  • 李成陈.情绪智力与英语学业成绩的关系探究——愉悦、焦虑及倦怠的多重中介作用[J].外语界, 2020, 1, 69–78.
  • 李成陈，Dewaele, J.-M.特质情绪智力及线上学习收获感对外语课堂无聊的预测作用[J].外语与外语教学，2020, 5, 33-44.
  • Dewaele, J.-M., 李成陈*. (2020). Emotions in second language acquisition: A critical review and research agenda [J].外语界, 2020, 196(1), 34–49.
  • 江桂英,李成陈*.积极心理学视角下的二语习得研究述评与展望[J].外语界,2017(05): 32-39.
  • 李成陈,江桂英.评价理论态度系统视角下中英学术专著他序对比研究[J].外语教学,2017,38(05): 43-48.
  • 李成陈, 江桂英.力动态意象图式视阈中“笑哭”表情符号语用意义的认知阐释[J].外语学刊,2017(05): 63-68.
  • 李成陈，冯恩昊. 二语成就目标与学习投入的历时发展和交互研究[J]. 外语与外语教学, 2025(3): 1-13.
  • 李成陈. 积极心理学视角下二语习得追踪研究：话题与方法 [J].外语界，2025 (2): 25-34.
  • 李成陈, 李嵬. 认知能力与情绪对二语写作水平的协同预测作用[J]. 现代外语, 2024(4): 465-477.
  • 李成陈,李嵬.语言态度、情绪与外语成绩的关系：基于结构方程模型的城乡对比研究[J].外语与外语教学,2024,1(1):57-69.
  • 李成陈, 李嵬, & 江桂英. 二语学习中的情绪研究：回顾与展望 [J]. 现代外语. 2024, (1), 63-75.
  • 李成陈，陆筱俊．外语学习中的无聊情绪研究：范围综述[J]．外语教学，2022, 43(06):70-76.
  • 李成陈,韩晔,李斑斑.小学外语课堂无聊与外语成绩之间的关系及城乡差异研究[J].外语教学,2022，3, 50-55．
  • 李成陈, 韩晔. 外语愉悦、焦虑及无聊情绪对网课学习成效的预测作用[J]. 现代外语, 2022,45(2), 207-219.
  • 李成陈.积极心理学视角下的二语习得研究：回顾与展望（2012-2021）[J]. 外语教学.2021,4, 57-63.
  • 李成陈.情绪智力与英语学业成绩的关系探究——愉悦、焦虑及倦怠的多重中介作用[J].外语界, 2020, 1, 69–78.
  • 李成陈，Dewaele, J.-M.特质情绪智力及线上学习收获感对外语课堂无聊的预测作用[J].外语与外语教学，2020, 5, 33-44.
  • Dewaele, J.-M., 李成陈*. (2020). Emotions in second language acquisition: A critical review and research agenda [J].外语界, 2020, 196(1), 34–49.
  • 江桂英,李成陈*.积极心理学视角下的二语习得研究述评与展望[J].外语界,2017(05): 32-39.
  • 李成陈,江桂英.评价理论态度系统视角下中英学术专著他序对比研究[J].外语教学,2017,38(05): 43-48.
  • 李成陈, 江桂英.力动态意象图式视阈中“笑哭”表情符号语用意义的认知阐释[J].外语学刊,2017(05): 63-68.
  • 李成陈，冯恩昊. 二语成就目标与学习投入的历时发展和交互研究[J]. 外语与外语教学, 2025(3): 1-13.
  • 李成陈. 积极心理学视角下二语习得追踪研究：话题与方法 [J].外语界，2025 (2): 25-34.
  • 李成陈, 李嵬. 认知能力与情绪对二语写作水平的协同预测作用[J]. 现代外语, 2024(4): 465-477.
  • 李成陈,李嵬.语言态度、情绪与外语成绩的关系：基于结构方程模型的城乡对比研究[J].外语与外语教学,2024,1(1):57-69.
  • 李成陈, 李嵬, & 江桂英. 二语学习中的情绪研究：回顾与展望 [J]. 现代外语. 2024, (1), 63-75.
  • 李成陈，陆筱俊．外语学习中的无聊情绪研究：范围综述[J]．外语教学，2022, 43(06):70-76.
  • 李成陈,韩晔,李斑斑.小学外语课堂无聊与外语成绩之间的关系及城乡差异研究[J].外语教学,2022，3, 50-55．
  • 李成陈, 韩晔. 外语愉悦、焦虑及无聊情绪对网课学习成效的预测作用[J]. 现代外语, 2022,45(2), 207-219.
  • 李成陈.积极心理学视角下的二语习得研究：回顾与展望（2012-2021）[J]. 外语教学.2021,4, 57-63.
  • 李成陈.情绪智力与英语学业成绩的关系探究——愉悦、焦虑及倦怠的多重中介作用[J].外语界, 2020, 1, 69–78.
  • 李成陈，Dewaele, J.-M.特质情绪智力及线上学习收获感对外语课堂无聊的预测作用[J].外语与外语教学，2020, 5, 33-44.
  • Dewaele, J.-M., 李成陈*. (2020). Emotions in second language acquisition: A critical review and research agenda [J].外语界, 2020, 196(1), 34–49.
  • 江桂英,李成陈*.积极心理学视角下的二语习得研究述评与展望[J].外语界,2017(05): 32-39.
  • 李成陈,江桂英.评价理论态度系统视角下中英学术专著他序对比研究[J].外语教学,2017,38(05): 43-48.
  • 李成陈, 江桂英.力动态意象图式视阈中“笑哭”表情符号语用意义的认知阐释[J].外语学刊,2017(05): 63-68.
学术著作
  • Li, C. (2020). A Positive Psychology Perspective on Chinese EFL Students’ Emotional Intelligence and Classroom Emotions (《积极心理学视角下的中国英语学习者情绪智力和课堂情绪研究》). Wuhan: Wuhan University Press.
顶部