李成陈 - 上海交通大学外国语学院

基本介绍

李成陈，上海交通大学外国语学院教授、博士生导师、博士后合作导师，英国伦敦大学学院荣誉教授，省级高层次人才计划入选者。长期从事积极外语教育与二语习得研究，主持完成国家社科基金项目、国家外国专家项目等各类项目10项，出版专著2部，发表论文63篇，其中SSCI论文37篇，CSSCI论文20篇，5篇发表在语言学旗舰期刊The Modern Language Journal和Studies in Second Language Acquisition。ESI高被引论文16篇，知网高被引论文13篇；入选科睿唯安“全球高被引科学家”、斯坦福大学“全球前2%顶尖科学家”、爱思唯尔“中国高被引学者”、知网“全国高被引学者Top 1%”。
在Routledge设立Studies in the Psychology of Language Education 丛书，受邀担任Journal of Multilingual and Multicultural Development (SSCI, A&HCI) 主编、Studies in Second Language Learning and Teaching (SSCI) 副主编、《当代外语研究》(CSSCI) 副主编、国际语言学习心理学会副会长。先后在System、Learning and Individual Differences、Studies in Second Language Learning and Teaching等SSCI期刊主持特刊，在《现代外语》《外语界》《外语教学》等CSSCI期刊主持专栏。

工作经历

2025-08-上海交通大学外国语学院,教授
2022-08-2023-08：伦敦大学学院教育学院应用语言学研究中心,博士后
2018-12-2025-07：华中科技大学外国语学院,讲师、副教授

研究领域

积极外语教育
积极心理学
二语习得
智能外语学习
双语效应

讲授课程

《外语教育心理学》
《高阶通用学术英语写作》
《英语精读2》

科研项目

主持国家社会科学基金青年项目（2019-2024）
主持国家外国专家项目（2024-2025）
主持上海交通大学-伦敦大学学院种子基金项目（2025-2026）等各类科研、教学与校际项目10余项

学术论文

Li, C. (2021). A Control-value Theory approach to boredom in English class among university students in China. Modern Language Journal, 105(1), 317-334. (Q1)
Li, C. (2026). Defining “positive institution”: A multilevel analysis of support systems for foreign language engagement across family, classroom, school, and society. Modern Language Journal, 110, 435-462. (Q1)
Li, C., Li, W., & Lu, X. (2024). Task complexity and L2 writing performance of young learners: Contributions of cognitive and affective factors. Modern Language Journal. 108 (3), 741–770. (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. (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. (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. (Q1)
Li, C., Dewaele, J.-M., & MacIntyre, P. D. (2026). Task flow in L2 writing: Antecedents and effects on task performance. Studies in Second Language Learning and Teaching. 16 (2), 283-308 (Q1)
Li, C. (2025). Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables. Language Teaching Research, 29(4), 1499-1524. (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. (Q1)
Li, C.*, Feng, E., & Li, S. (2025). Boredom and achievement in L2 learning: a meta-analysis. Applied Linguistics Review. applirev-2024-0266 (Q1)
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. https://doi.org/10.1016/j.system.2025.103801 (Q1)
Li, C., & Wei, L. (2025). Language attitudes: Construct, measurement, and associations with language achievements. Journal of Multilingual and Multicultural Development, 46(10), 3324-3349. (Q1)
Resnik, P., Dewaele, J.-M., Li, C., & Botes, E. (2025). The role of positive and negative emotions in foreign language learning: A research agenda. Language Teaching, 1–26. (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 (Q1)
Li, C., Wei, L., & Cai, J. (2024). Life satisfaction and L2 engagement in adolescents. ELT Journal, 78(2), 149-159. (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. (Q1)
Feng, E., & Li, C*. (2024). Examining the role of achievement goals in L2 learning: A cross-sectional and longitudinal study. System, 125, 103438. https://doi.org/10.1016/j.system.2024.103438 (Q1)
Li, C., Zhang, L. J., & Jiang, G. (2024). Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students. Journal of Multilingual and Multicultural Development, 45(4), 906-920. (Q1)
Li, B., & Li, C*. (2024). Achievement goals and emotions of Chinese EFL students: A control-value theory approach. System, 123, 103335. https://doi.org/10.1016/j.system.2024.103335 (Q1)
Li, C., Dewaele, J.-M., & Hu, Y. (2023). Foreign language learning boredom: Conceptualization and measurement. Applied Linguistics Review. 14(2), 223-249. (Q1)
Li, C., Li, W., & Lu, X. (2023). Contributions of foreign language writing emotions to writing achievement. System. 103074 (Q1)
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/10.1080/01434632.2023.218396 (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., 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 (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. https://doi.org/10.1177/13621688211014538 (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. https://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. (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. (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
Dewaele, J. M., & Li, C. (2018). “Editorial: Special Issue Emotions in SLA.” Studies in Second Language Learning and Teaching, 8(1), 15–20. https://doi.org/10.14746/ssllt.2018.8.1.1 (Q1)
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. (Q1)
李成陈.二语课堂环境对初级英语学习者交际意愿的历时影响 [J].现代外语,2026 (5), 1-12.
李成陈.工作记忆对二语写作水平的历时影响研究[J].外语教学,2026,47(02): 129-137.
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,杨毅隆.人际与人机对话模式下二语交际趋同与对话质量的关系：行为和认知神经研究[J].外语界,2026(2):38-47.
李成陈,崔文惠.外语水平与创造力关系研究：情绪维度下的潜剖面分析[J].外语与外语教学,2026 (2): 67-77+146-147.
李成陈.积极语言教育视角下的二语习得研究范式重构——构建“个体—环境优势共振区”[J].当代外语研究,2026(1): 1-23.
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, 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.
Li, C. (2025). Task complexity and learner emotions in second language performance. In M. D. Johnson (Ed.), Cognitive task complexity and second language performance: Understanding L2 learner affect and engagement. Routledge.
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). John Benjamins.
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). Multilingual Matters.

学术著作

申请专利：iMAS智能多模态工作记忆测量系统、终端及计算机化自适应测试系统（2026103580783）
《农村留守儿童外语学习投入的影响机制：积极心理学视角》，2026，上海交通大学出版社，李成陈著。
《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》，2020，武汉大学出版社，李成陈著。

奖励与荣誉

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”(2022-2025)
Elsevier中国“高被引学者”(2022-2025)
湖北省“楚天学子”（2021）
知网高被引学者Top1%
中国教育技术协会AI赋能在线教学创新成果大赛三等奖、校级教学竞赛一等奖、校级教学成果奖二等奖、校级社会实践优秀指导教师等

社会兼职

荣誉教授，伦敦大学学院教育学院
创始主编，Routledge出版社Studies in the Psychology of Language Education系列丛书
主编，Journal of Multilingual and Multicultural Development (SSCI, A & HCI)
副主编，Studies in Second Language Learning and Teaching (SSCI)
副主编，《当代外语研究》（CSSCI）
副会长，国际语言学习心理学会（International Association for the Psychology of Language Learning）
编委：Annual Review of Applied Linguistics （SSCI; AAAL会刊）；Journal for the Psychology of Language Learning（IAPLL会刊）；Research Methods in Applied Linguistics；AsiaTEFL；《语言与科学》