Emotion and identity in second language learning

This book brings together 18 theoretical and empirical chapters that analyse the role of emotion (expression, perception, processing) and identity (notions and representations, construction, conflict) in the process of learning a second language. Studies on the differences in emotionality between L1 and L2 suggest that in L2 there is an alteration that, in many cases, manifests itself as a decrease in the affective load, which can lead to a certain indifference to the emotional content transmitted and to a lesser involvement in communication. It is also known that emotion plays a fundamental role in the construction of identity in a second language in the shaping of the self that feels and communicates and in the ability to cope with the learning process.

Most of the studies have focused on the understanding of these issues in balanced bilingual speakers, but there is little evidence on their functioning in speakers with other degrees of proficiency (the case of second language learners) and on their role in the learning process. Better understanding this question is fundamental for the improvement of everything related to second language acquisition. We need new and innovative approaches that lead to more effective programs, increased interest in language learning and the consolidation of multilingual societies.

Table des matières

Preface

Introduction

I. PROCESSING OF EMOTIONALITY IN LANGUAGES

The effects of emotionality on syntactic processing: neural and behavioral evidence
Isabel Fraga, Isabel Padrón, Carlos Acuña-Fariña

Acquisition, assessment and processing of emotional words in children
José Antonio Hinojosa, Lucía Sabater

Words and Emotions in Healthy and Pathological Aging
Olga Ivanova, Israel Martínez-Nicolás, Thide E. Llorente, José María Arana, Juan José García Meilán

The impact of language proficiency, cultural contact and attitudes on valence and arousal in Spanish as a second language
Ana Blanco Canales, Natividad Hernández Muñoz

The effect of language status, immersion and cultural integration level on the emotionality of emotion words in Spanish
Elisa Pérez-García

Processing Accented Speech in Foreign Language Learning: Support for Exemplar-based Memory Models in Spoken Language Processing
Allison M. Wilck, Jeanette Altarriba

Unconscious Attention and Facial Expressions in the Retrieval of L2 Lexical Memory
Carmen Rodríguez Castellano


II. EMOTIONAL COMMUNICATION IN SECOND LANGUAGES

Writing about positive and negative topics in Spanish as a heritage or second language
Claudia H. Sánchez-Gutiérrez, Paloma Fernández-Mira

Emotions and identity in Linguistic Autobiographies to increase Critical Language Awareness of Spanish Heritage Speakers in the US
Eva Gómez García

¿Eres muy emocional? I don't think so. How does language determine our emotional responses to everyday moral dilemmas?
Andreas Kyriakou, IriniMavrou

Expressing the cause of emotions in Spanish L1/L2: forms and meanings
Lucía Gómez Vicente

Gamification as a methodological strategy for the development of emotional competence in the Spanish as a foreign language classroom: academic self-efficacy, achievement emotions and language learning
Cristina González Ruiz, Ocarina Masid Blanco


III. EMOTIONALITY AND IDENTITY CONSTRUCTION IN L2 LEARNING

The perception of identity and emotionality in Spanish L2
Ana Blanco Canales, Marta F. Nogueroles López

Self-evaluation, self-assessment and self-concept in a native or foreign language
Irene Buttazzi, Jon Andoni Duñabeitia Landaburu

"When I speak in Spanish, I'm not myself": the development of linguistic identity in learners of Spanish in non-immersion contexts
Álvaro Sesmilo

Linguistic identities and emotions in the construction and development of the language learner interself
Alberto Rodríguez-Lifante, Mari Mar Boillos

A performative language teaching approach in connection with emotion and identity
Susana Martín Leralta,Margarita Planelles Almeida, María Eugenia Flores

A propos de l'auteur

Ana Blanco Canales, Ph. D, is Associate Professor of Spanish Language at the University of Alcalá. Her research work focuses on the acquisition and learning of Spanish language (mother tongue or second language), and, more specifically, on the acquisition of phonological competence, metacognitive reflection and learning strategies, the construction of linguistic identity and the emotional resonance of languages. She is the head of the phonetics research network Fono. ELE and coordinator of the LEIDE research group (https://grupoleide.com/).

Susana Martín Leralta, PhD from the University of Bielefeld, is currently Dean of the Faculty of Languages and Education at the University of Nebrija (Madrid), and lecturer at postgraduate level. Her research interests focus on the learning of Spanish as an additional language for migrants, the expression of emotions and the acquisition of communicative skills. She is a research member of the LAELE Group at Nebrija University (https://www.nebrija.com/investigacionuniversidad/grupo-laele/) and of the INMIGRA research network of the Community of Madrid.

Détails du produit

• Collaboration: Canales (Editeur), Ana Canales (Editeur), Theo Harden (Editeur), Theo Harden et al (Editeur), Leralta (Editeur), Susana Leralta (Editeur), Arnd Witte (Editeur)
• Edition: Peter Lang
• Langues: Anglais
• Format d'édition: Livre de poche
• Sortie: 09.06.2023
• EAN: 9781800796492
• ISBN: 978-1-80079-649-2
• Pages: 580
• Dimensions: 152 mm x 32 mm x 229 mm
• Poids: 865 g
• Illustrations: 121 Abb.
• Thème: Intercultural Studies and Foreign Language Learning
• Catégorie: Sciences humaines, art, musique > Pédagogie > Général, dictionnaires