主要经历

个人简介

李成陈，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、智能外语教育、双语与认知。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 the Psychology of Language Education (Routledge) 丛书主编、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。入选科睿唯安“全球高被引科学家”(2024-2025)、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)。入选湖北省“楚天学子”人才计划，主持国家社科基金、省部级、国际合作等各类项目10余项，出版学术专著1部，发表学术论文60余篇，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95％以上。

主要工作经历

教学科研

研究领域

长期从事积极心理学视角下的外语教育研究，尤其关注情绪、动机、认知与态度等个体差异因素与学习环境对二语学习的影响机制。近年来，研究领域拓展至二语写作、任务型教学、双语与认知（记忆、创造力与思维）、人工智能辅助外语教育等。

代表性研究话题

• 情绪
• 创造力
• 积极组织（Positive Institution)

科研项目

SSCI期刊论文 

1. 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)
2. 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)
3. 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)
4. 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)
5. 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)
6. 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)
7. 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)
8. 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)
9. 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)
10. 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)
11. 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)
12. 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)
13. 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)
14. 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)
15. 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)
16. 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)
17. 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)
18. 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)
19. 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)
20. 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)
21. 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)
22. 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)
23. 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)
24. 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)
25. 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
26. 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)
27. 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
28. 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)
29. 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)

1. 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.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.
7. 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．
8.  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.
9. 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.
10. 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.
11. 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.
12. 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.
13. 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.
14. 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.
15. 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.

章节

1. Li, C. (2025). Emotions and task complexity: Proposing a theoretical framework and setting a research agenda. In M. D. Johnson & M. Abdi Tabari (Eds.). Cognitive task complexity and second language performance: Understanding L2 learner affect and engagement (pp. 134-152). Routledge. DOI: 10.4324/9781003500216-10
2. Li, C., & Dewaele, J.-M. (2024). Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment. In S. Li (Ed.), Individual Differences in Task-Based Language Learning and Teaching (pp. 87–114). Netherlands: John Benjamins.
3. MacIntyre, P. D., Dewaele, J.-M., Macmillan, N., & Li, C. (2019). The emotional underpinnings of Gardner’s Attitudes and Motivation Test Battery. In P. D. MacIntyre & A. Al-Hoorie (Eds.), Contemporary language motivation theory: 60 years since Gardner and Lambert (1959) (pp. 57-79). Bristol: Multilingual Matters.

专栏与特刊

1. Li, C., & Li, S. (Eds.). Forthcoming. Special Issue on “Individual Differences and TBLT: A multidisciplinary perspective” in System. August 2023 onwards.
2. Botes, E., Li, C., Deweale, J.-M., & MacIntyre, P. (Eds.). Forthcoming. Special Issue on “Individual Differences in Foreign Language Learning” in Learning and Individual Differences. May 2023 onwards
3. Li, C. (Ed.). 2024. Special Issue on “L2 learner emotions” in Modern Foreign Languages (《现代外语》).
4. Li, C. (Ed.). 2022. Special Issue on “Foreign Language Learning Boredom” in Foreign Language Education (《外语教学》).
5. Li, C. (Ed.). 2020. Special Issue on “Emotions in Second Language Acquisition from a Positive Psychology Perspective” in Foreign Language World (《外语界》).

教授课程

社会兼职

荣誉兼职

重要协会任职

期刊编辑

Journal of Multilingual and Multicultural Development   联合主编（SSCI, A & HCI；2025-）

Studies in the Psychology of Language Education            丛书主编 （Routledge；2025-）

期刊编委

客座编辑

评审