Second language learning is an emotion-intensive process in which learners experience a wide range of both positive and negative emotions. However, despite the significantly growing number of Chinese as a second language (CSL) learners, their emotional experiences are frequently overlooked. This study employs Q methodology to explore the emotional dynamics of advanced CSL learners in interaction with six different language learning contexts: attending lectures, teacher-student interactions, group collaboration, reading literature, writing papers, and extracurricular activities. The findings identify three shared emotional types, namely, 'pride and interest,' 'burnout and confusion,' and 'nervousness and anxiety.' The results indicate that advanced CSL learners' emotional systems are complex, dynamic and closely connected to language learning contexts. Retrospective interview data further reveal that advanced CSL learners' emotions are influenced by self-, peer-, teacher-, and curriculum-related factors. Pedagogical implications are then provided to enhance emotional support and foster the psychological well-being of CSL learners.