不同於其他情意因素的成熟發展(Horwitz, Horwitz, & Cope, 1986; Dörnyei, 1998; Gardner, 2001; Gardner & MacIntyre, 1993)，無聊此情意因素在語言學習的領域中一直以來皆為被忽略的對象。過去研究顯示，無聊已確實存在於課室情境中(Bown & White, 2010; Goetz, Pekrun, Hall, & Hagg, 2006)；其重要性也已開始漸漸受到重視(Dörnyei, 2001)。然而，針對無聊與語言學習作為研究對象的相關文獻卻依然十分匱乏。有鑑於此，本研究大膽地做了嘗試，採用社會建構主義為理論基礎，透過觀察一群國中英語學習者在課室內的學習經驗，試圖找出無聊在第二語言習得領域中的定義以及建構出課室無聊情緒的互動形式。採用質化個案研究為執行方法，此一研究一共邀請了四位國中生；包含兩位成功學習者及兩位不成功學習者，並透過訪談與課室觀察來收集資料，最後根據Glaser and Strauss (1967)的對比分析法彙整原始資料並得出研究結果。
關於第一個研究方向，結果顯示四位學生共同將第二語言習得之無聊情緒定義為一種「對於學習英文感到無意義的情緒」。另一方面，此兩種分類的學習者也各自給了無聊不同的定義；對於成功的學習者來說，無聊為「一種必須忍受以求獲得獎勵的情緒」，而不成功的學習者對無聊的定義則為「一種因為學習障礙而無法克服的情緒」。此外，針對第二個研究問題，此研究的結果顯示成功與不成功學習者所經歷的相似無聊情緒是受到課堂內互動交流以及教學方法對學生來說是否有意義所影響。另一方面，無聊的情形分別發生於成功與不成功學習者身上的影響因素則受到學生對於接收
訊息的困難度評價以及對自我英語程度的認知所影響。
為了幫助學生避免無聊所造成的學習不良，根據所得出的研究結果本研究提出了下列建議以供語言教學教師參考：1. 提高課程設計的多樣性；2. 運用生活化的教學方式；3. 促進正面的課堂互動；4. 注意活動困難度的設計；5. 幫助學生提高學習動機。

Unlike other affective emotions which have been developed maturely (Horwitz, Horwitz, & Cope, 1986; Dörnyei, 1998; Gardner, 2001; Gardner & MacIntyre, 1993), learning boredom has long been ignored in the area of language learning and teaching. Previous literature has pointed out the existence (Bown & White, 2010; Goetz, Pekrun, Hall, & Hagg, 2006) and its significance in the field of L2 learning and teaching (Dörnyei, 2001); however, limited research has concerned with this issue. Therefore, taking a bold step, this study aimed to find out the proper definitions for L2 learning boredom and figure out the interactive patterns co-constructed students’ L2 boredom in the classroom setting with the social constructional perspective of emotion. Employing a qualitative case study as the research approach, the researcher invited four junior high school students who were in half classified into the successful and unsuccessful learners as the participants for the present study. Data for analysis were collected from multiple sources, including three types of interviews: (a) semi-structured interview, (b) stimulated-recall interviews, and (c) focus-group interviews, and classroom observation. Through analyzing the data by adopting Glaser and Strauss’ (1967) constant comparative method.
Regarding the first research direction, the results showed that the students defined L2 boredom similarly as the feeling of meaninglessness in learning English while differently as an emotion must be borne to expect the rewards (by the successful students) and an emotion cannot be overcome due to learning obstacles (by the unsuccessful students). In terms of the second interest of this study, it was also found that the similar pattern resulting in classroom L2 boredom was influenced by the interactive flow in the L2 class and the extent to which meaningful approaches were applied. On the other hand, L2 boredom happened differently to the two categories of students could be attributed to the interplay between the difficulty degrees of given information and the students’ self-perception of L2 capability.
Based on the findings, this study yielded some implications for language teachers concerning the affective domain of the students. Suggestions including increasing the variety of class designs, using authentic teaching approaches, promoting positive class interactions, controlling the challenge degree of the materials and activities skillfully, and helping students increase L2 motivation were claimed helpful to decrease the negative impact L2 boredom could make on the students’ L2 learning.

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