1 Introduction

We discussed the impact of academic emotions on learners' cognitive engagement and academic achievement, particularly the promoting effect of Foreign Language Enjoyment Emotions (FLE) on language learning motivation and effectiveness. With the development of positive psychology, research has begun to focus on the impact of positive emotions such as pleasure on language acquisition. Existing research has mostly focused on common languages, with insufficient attention paid to the uniqueness of emotional experiences among non common language learners. With the advancement of cooperation between China and Central and Eastern European countries, the number of language majors in Central and Eastern Europe has increased. Exploring the mechanisms of these learners' pleasurable emotions has theoretical and practical significance. This study focuses on five students majoring in Central and Eastern European languages at a university in Beijing, with the aim of analyzing foreign language pleasure emotions and their influencing factors, and providing reference for the cultivation of non common language talents.

2 Literature Review

Discussed the positive impact of foreign language pleasant emotions on learners' language ability development, as well as the formation process and influencing factors of pleasant emotions. Research has shown that pleasant emotions are a positive predictor of foreign language learning level and have an impact on sub abilities such as listening, reading, and writing. The influencing factors are mainly divided into individual learner factors and external factors. The existing research has limitations, such as insufficient coverage of research objects and content, and neglect of the synergistic effects of macro factors such as social and cultural environment; The research methods need to be expanded, and relying on cross-sectional questionnaire surveys is difficult to capture the nonlinear evolution trajectory of emotions. This study adopts a mixed research design to analyze the level of foreign language pleasure emotions among university students majoring in Central and Eastern European languages, and explore the mechanism of their pleasure emotion generation.

3 Research Design

This paper introduces the design of a study on the external influencing factors of foreign language pleasure emotions among university students majoring in Central and Eastern European languages. The research aims to explore three core issues: the level and distribution characteristics of foreign language pleasure emotions among college students, the differences in pleasure levels between domestic and foreign learning environments, and external factors that affect pleasure emotions. The research subjects are 64 students studying Albanian, Polish, Latvian, Romanian, and Croatian, divided into two groups: domestic and international. The research method adopts a mixed research approach, including questionnaire surveys, focused writing, and semi-structured interviews. The questionnaire survey uses the Chinese version of the Foreign Language Pleasure Scale, with a focus writing requirement to describe the most enjoyable classroom experience, and semi-structured interviews to explore differences in learning cognition, teaching modes, and changes in academic pleasure emotions. During the data collection and analysis phase, the questionnaire was revised after the pre-test. In the formal research phase, data was collected through the Wenjuanxing platform and analyzed using SPSS 22.0 and NVivo 11.0 software to ensure the reliability and validity of the research tools.

4 Research Results

The results of this study show that the average score of foreign language enjoyment among surveyed university students majoring in Central and Eastern European languages is 3.94, which is above average. Compared with other studies at home and abroad, the participants in this study had a higher level of foreign language enjoyment. Research has found that environmental factors influencing the enjoyment of foreign language learning include teachers, peers, teaching aids, extracurricular socio-cultural environment, and material environment. A model of environmental factors affecting students' foreign language enjoyment was constructed through NVivo 11.0 software analysis. Teacher factors are the most frequently mentioned factors influencing students' enjoyment, accounting for 61.1%, followed by peers (10.5%) and teaching aids (3.2%). Among the extracurricular influencing factors, the target language cultural factor is mentioned the most, accounting for 13.7%.

5 Conclusion

This study investigated the foreign language pleasure emotions of language majors in Central and Eastern Europe through various methods, and found that their level of pleasure was above average, with no significant difference compared to domestic and foreign learning environments. Joyful emotions are influenced by various external factors, including teachers, peers, teaching aids, target language users, culture, and cultural venues both inside and outside the classroom. The study also found that there are differences in the sources of pleasure between language majors in Central and Eastern Europe and English learners in Chinese universities, with the former being more influenced by special learning factors. These findings provide inspiration for research on academic emotions and foreign language teaching practices. It is recommended that teachers pay attention to the combined effects of factors inside and outside the classroom, expand students' understanding of the target language culture through various means, and provide students with a multi sensory learning experience. International exchange students should utilize the target language environment and pay attention to the positive effects of target language culture on learning. Domestic students should actively create a language environment, pay attention to the factors that affect their enjoyment in and out of class, and create positive emotions for language learning.