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李成陈 副教授 硕士生导师 博士生导师

李成陈，厦门大学-伦敦大学联合培养博士，伦敦大学学院教育学院应用语言学中心博士后、荣誉研究员，华中科技大学新威尼斯v0008-Apple App Store副教授、博士生导师，湖北省省级人才，入选2022年度全球前2%顶尖科学家“年度影响力”榜单（语言学&实验心理学）, Elsevier 2023年度中国高被引学者（外国语言文学）。担任国际语言学习心理协会(International Association for the Psychology of Language Learning)副会长，二语情绪研究学会(Emotion SI)共同主席，SSCI检索期刊Studies in Second Language Learning and Teaching联合主编。曾任Journal of Multilingual and Multicultural Development 、《外语界》、《外语教学》等SSCI、CSSCI检索期刊特邀客座主编。
研究领域为积极心理学、二语习得、二语写作、心理语言学、多语及多语教育。以第一作者身份在Modern Language Journal, Studies in Second Language Acquisition, Language Teaching Research, System, Applied Linguistics Review, Journal of Multilingual and Multicultural Development, 《外语教学》《外语界》《外语与外语教学》《现代外语》等SSCI、CSSCI来源期刊发表研究型论文30余篇，其中2篇论文入选为“ESI热点论文”，10篇论文入选“ESI高被引论文”。主持国家社科基金项目及其他各类项目共4项，出版专著1部。

基本信息
Personal Information
2022.08—2023.08
博士后，伦敦大学学院教育学院应用语言学中心（国家留学基金委公派博士后项目）
2022.04—2025.04
荣誉研究员，伦敦大学学院教育学院应用语言学中心
2021.11—
副教授，华中科技大学新威尼斯v0008-Apple App Store
2019.06—2019.09
访问学者，伦敦大学伯贝克学院应用语言学及交流系
2018.12—2021.10
讲师，华中科技大学新威尼斯v0008-Apple App Store
2015.09—2018.12
博士，厦门大学外国语言学及应用语言学专业
2017.09—2018.09
博士，伦敦大学伯贝克学院应用语言学专业（国家留学基金委公派联合培养博士项目）

  1. 积极心理学与积极语言教育

  2. 二语习得

  3. 二语写作

  4. 双语（多语）

  5. 心理语言学

  6. 心理量表编制与验证

  7. 结构方程模型及元分析等量化方法

  1. 入选Elsevier 2023年度中国高被引学者（外国语言文学）（2023年3月）

  2. 入选2022全球前2%顶尖科学家“年度影响力”榜单（语言学&实验心理学）（2022年10月）

  3. 湖北省省级人才称号（2020年）

  4. 华中科技大学教师教学竞赛一等奖 （2020年12月）

  5. 2019年福建省优秀博士学位论文 （2020年5月28日）

  6. 厦门大学2018年博士研究生国家奖学金（2018年10月）

学术任职
Academic Affiliations

  1. 一区SSCI期刊Studies in Second Language Learning and Teaching联合主编 （2021年3月-）

  1. Journal of Multilingual and Multicultural Development特刊（一区SSCI期刊，2020-）：
    Multilingualism and Multilingual Education Among Ethnolinguistic Minority Students in China

  2. 《外语教学》专栏（CSSCI期刊，2022）：
    外语学习无聊情绪研究专栏

  3. 《外语界》专栏（CSSCI期刊，2020）：
    积极心理学视角下的二语学习情绪研究专栏

  4. Studies in Second Language Learning and Teaching 特刊（一区SSCI期刊，2018）：
    “Emotions in SLA”

  1. International Association for the Psychology of Language Learning (IAPLL) 副会长（2022.11.25-）

  2. Emotion SIG (Special Interest Group) 共同主席(co-chair) （2022.7-）

  1. 波兰国家基金评审(National Science Center, Poland, OPUS-23)

  2. 香港中文大学基金评审（2021、2022）

  3. 教育部学位论文评审

  4. 《外语界》

  5. 《现代外语》

  6. Applied Linguistics

  7. Applied Linguistic Review

  8. Cogent Education

  9. Contemporary Educational Psychology

  10. English Teaching & Learning

  11. ELT Journal

  12. European Journal of Applied Linguistics

  13. Experimental Psychology

  14. Foreign Language Annals

  15. International Journal of Bilingual Education and Bilingualism

  16. International Review of Applied Linguistics in Language Teaching

  17. Journal of English for Academic Purposes

  18. Journal of Experimental Psychology

  19. Journal of Multilingual and Multicultural Development

  20. Journal of Psycholinguistic Research

  21. Language Teaching

  22. Language Teaching Research

  23. Modern Language Journal

  24. Pedagogies: An International Journal

  25. Studies in Second Language Acquisition

  26. Studies in Second Language Learning and Teaching

  27. System

国际期刊论文
International Publications

  • [1] Li, C., & Wei, L. (2022). 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. In press. DOI: 10.1017/S0272263122000031. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 8/193)

  • [2] 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. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 9/193)

注：热点论文信息来源于2022年度9月Web of Science 数据库。    

  • [1] 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. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 4/193；期刊2021年度 top-cited论文)

  • [2] 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. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 22/193)

  • [3] Li, C., Dewaele, J.-M., & Hu, Y. (2021). Foreign Language Learning Boredom: Conceptualization and Measurement. Applied Linguistics Review. DOI: 10.1515/applirev-2020-0124. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 27/193)

  • [4] 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. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 27/193)

  • [5] 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. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 15/193；期刊2018-2021 most-cited论文)

  • [6] 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. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 9/193)

  • [7] Li, C., & Wei, L. (2022). 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. In press. DOI: 10.1017/S0272263122000031. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 8/193)

  • [8] 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. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 15/193)

注：以上高被引信息来源于2022年度9月Web of Science 数据库    

  • [9] Li, C., Pawlak, M., & Kruk, M. (2023). Achievement emotions and control-value appraisals in foreign language learning. Journal of Multilingual and Multicultural Development, https://doi.org/10.1080/01434632.2023.2183961

  • [10] 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, DOI: 10.1515/iral-2022-0196

  • [11] 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. (SSCI, Q1, 2021 JCI Ranking - Linguistics: 21/274)

  • [12] Li, C., & Wei, L. (2022). Language attitudes: construct, measurement, and associations with language achievements. Journal of Multilingual and Multicultural Development, https://doi.org/10.1080/01434632.2022.2137516

  • [13] Li, C., & Han, Y. (2022). Learner-internal and learner-external factors for boredom amongst Chinese university EFL students. Applied Linguistics Review. https://doi.org/10.1515/applirev-2021-0159 (SSCI, Q1, 2021 JCI Ranking - Linguistics: 11/274)

  • [14] 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. https://doi.org/10.1177/13621688221111623 . (SSCI, Q1, 2021 JCI Ranking - Linguistics: 21/274)

  • [15] 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. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 22/193)

  • [16] Li, C., Fan, L., & Wang, B. (2020). The Impairing Effect of Post-Encoding Positive Emotion on Associative Memory for English Vocabulary. PloS One. DOI: 10.1371/journal.pone.0228614 (SSCI, Q2)

  • [17] 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. doi: 10.3389/fpsyg.2019.02453 (SSCI, Q2)

  • [18] Dewaele, J. M., & Li, C. (2018). “Editorial: Special Issue Emotions in SLA.” (2018). Studies in Second Language Learning and Teaching, 8(1), 15–20. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 18/193)

  • [17] Li, C., & Dewaele, J.-M. (2021). How do classroom environment and general grit predict foreign language classroom anxiety of Chinese EFL students? The Journal for the Psychology of Language Learning, 3(2), 86-98.

  • [18] Dewaele, J.-M. & C. Li. Foreign language enjoyment and anxiety: Associations with general and domain-specific English achievement[J]. Chinese Journal of Applied Linguistics, 2022(1): 32-48.

中文期刊论文
Domestic Publications

  • [1] 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.  
    Li, C., & Lu, X. (2022). Foreign Language Learning Boredom: A Scoping Review. Foreign Language Education. 43(06):70-76.

  • [2] 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．
    Li, C., Han, Y., & Li, B. (2022). Foreign language classroom boredom and foreign language achievement of elementary students: An urban-rural comparison. Foreign Language Education（《外语教学》）, 3, 50-55．

  • [3] 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.
    Li, C., & Han, Y. (2022). The predictive effects of foreign language anxiety, enjoyment, and boredom on learning outcomes in online English classrooms. Modern Foreign Languages（《现代外语》）, 45(2), 207–219.

  • [4] 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.
    Li, C. (2021). Looking back and looking forward: SLA research from a positive psychology perspective over the past decade (2012-2021). Foreign Language Education（《外语教学》）, 2021,4, 57-63.

  • [5] 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.
    Li, C. (2020). Emotional intelligence and English achievement: the mediating effects of enjoyment, anxiety and burnout. （《外语界》）, 196(1), 69–78.

  • [6] 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.
    Li, C., & Dewaele, J.-M. (2020). The predictive effects of trait emotional intelligence and online learning achievement perceptions on foreign language class boredom among Chinese university students. Foreign Languages and Their Teaching（《外语与外语教学》）, 5, 33–44.

  • [7] 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.
    Dewaele, J.-M., & Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda. Foreign Language World（《外语界》）, 196(1), 34–49.

  • [8] 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.
    Jiang, G., & Li, C. (2017). SLA research in the Positive Psychology perspective Review and prospects. Foreign Language World（《外语界》）, 182(5), 67–72.

  • [9] 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.
    Li, C., & Jiang, G. (2017). A contrastive analysis of “attitude” in forewords of Chinese and English academic monographs within appraisal system. Foreign Language Education（《外语教学》）, 2017, 38(05), 43-48.

  • [10] 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. Li, C., & Jiang, G. (2017). A Force- dynamic Study of the Pragmatic Meanings of the Emoji “Face with Tears of Joy .” Foreign Language Research（《外语学刊》）, 198(5), 63–68.

待刊论文、指导学生论文
Other publications to appear or with students
其他发表
Other Publications

  • [1] 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.

  • [1] 李成陈，陈谱顺.《关系之舞：既亲密又独立的相处艺术》(译著). 2017，北京：机械工业出版社.

  • [1] Li, C. (2018). Innovative Practices in Language Teacher Education: Spanning the Spectrum from Intra- to Inter-Personal Professional Development. Journal of Multilingual and Multicultural Development, 39(9), 845–846. (SSCI)

  • [2] Li, C., & Jiang, G. (2017). Positive psychology perspectives on foreign language learning and teaching. International Journal of Bilingual Education and Bilingualism. DOI: https://doi.org/10.1080/13670050.2017.1350279 (SSCI)

  • [3] Li, C., & Jiang, G. (2017). Nonverbal Communication. Communications: The European Journal of Communication Research, 42(2): 271-273. (SSCI)

  • [4] Meng, Y. & Li, C. (2017). Body - Language - Communication: An International Handbook on Multimodality in Human Interaction. Multimodal Communication, 6(2), 159-161. DOI: 10.1515/mc-2017-0005

  • [1] 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.

课题
Funded Projects

  1. 主持国家社科基金青年项目《学习环境对农村留守儿童英语学习行为的影响及其心理机制研究》（项目号19CYY017）（2019-）

  2. 主持华中科技大学人文社会科学发展专项基金——跨学科研究专项课题（2019-）

  3. 主持教师教学能力培训项目《情绪智力及其“六维三步”培养》（2020-）

  4. 主持华中科技大学自主创新项目（2019-）

  5. 主持华中科技大学自主创新研究基金（人文社科）项目——积极心理学视角下的乡村学生外语学习成效和影响机制研究（2022-）

受邀讲座/发言
Invited Lectures & Talks

  • [1] 李成陈.二语学习情绪研究：回顾与展望. 厦门大学 2023/3/26

  • [2] 李成陈. 二语学习中的情绪研究：回顾与展望（1986-2022）. 大连外国语大学 2022/5/26

  • [3] 李成陈. Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? 汕头大学  2022/4/22

  • [4] 李成陈. 二语学习中的情绪研究：回顾与展望（1986-2022）. 武汉大学  2022/3/18

  • [5] 李成陈. 二语学习情绪研究：回顾与展望. 苏州大学 2021/10/14

  • [6] 李成陈. Foreign Language Learning Boredom: Conceptualization and Measurement. 东南大学 2021/06/22

  • [7] 李成陈.积极心理学视角下的二语习得研究：理论、关键话题与实践. 厦门大学. 厦门大学百年校庆人类命运共同体话语体系建构研究国际论坛之应用语言学新锐学者论坛主旨发言 2021/04/03

  • [8] 李成陈.积极心理学视角下的二语习得研究：回顾与展望（2012-2020. 福建工程学院 2020/12/09

  • [9] 李成陈.积极心理学视角下的二语习得研究回顾与展望.大连外国语大学 2020/05/26

  • [1] Li, C. Foreign Language Learning Boredom and Enjoyment: The Effects of Teacher Variables and Learner Variables.  波兰波兹南密茨凯维奇大学（Adam Mickiewicz University in Kalisz, Poland）. 2022/1/18

学术会议
Academic Conferences

  • [1] Li, C., & Dewaele, J.-M. Teacher Enthusiasm and Student Engagement: The Mediating Role of Student Enjoyment and Boredom in Chinese EFL Classes. 第二届课堂二语习得会议，2020年，10月17日-18日，江南大学，中国（分会场主持人）

  • [2] Li, C., & Xu, J. Trait emotional intelligence and classroom emotions: A positive psychology investigation and intervention among Chinese EFL learners, The 2nd International Conference of Sociocultural Theory and L2 Teaching, May 10-12, 2019, Xi’an Jiaotong University, Xi’an, China.

  • [3] Li, C. A Positive Psychology Perspective on Chinese EFL Students’ Trait Emotional Intelligence, Classroom Emotions and EFL Learning Achievement, The 8th International Symposium on Second Language Acquisition Research in China November 2-4, 2018, Qingdao, China.

  • [1] Li, C., Wei, L., & Lu, X. (2023). Task Complexity and L2 Writing Performance of Young Learners: Contributions of Cognitive and Affective Factors. AAAL (American Association of Applied Linguistics), March 18-22, 2023, Portland, USA.

  • [2] Li, C., & Wei, L. (2022). Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? BAAL (British Association of Applied Linguistics), Sept. 1-3, 2022, Belfast, UK.

  • [3] Li, C., & Dewaele, J.-M. Role of classroom environment and achievement emotions in EFL students’ engagement, CCEF (the Cambridge Chinese Education Forum), July 18th and19th, 2019, University of Cambridge, UK.

  • [4] Li, C., Dewaele, J.-M., & Cheng, J. A Complex Systems Investigation of Children’s Motivation and Emotion: Five Cases of Initial EFL Encounters in a Chinese Cram School, AAAL (American Association of Applied Linguistics), March 9-12, 2019, Atlanta, USA.

  • [5] Li, C. Foreign Language Enjoyment, Anxiety and EFL Learning achievement of Chinese high school students, Bloomsbury Round Table, May 24th and 25th, 2018, Birkbeck College, University of London, UK.

教学、研究生指导
Teaching and Supervision

  1. 《学术英语写作》博士

  2. 《心理语言学》硕士

  3. 《大学英语》本科

  1. 第一导师                            
    陈高邈（2020级）：华中科技大学硕士生，2020-                            
    娄  怡（2020级）：华中科技大学硕士生，2020-                            
    张宝丹（2021级）：华中科技大学硕士生，2021-

  2. 第二导师                            
    Xian Zhao 奥克兰大学（The University of Auckland）博士生，2022-