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Emotion recognition ability across different modalities: the role of language status (L1/LX), proficiency and cultural background
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Visual cues and perception of emotional intensity among L1 and LX users of English
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How to prepare psychotherapists for interpreter-mediated therapy?
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Negotiating the language(s) for psychotherapy talk: a mixed methods study from the perspective of multilingual clients
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The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety
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The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
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The predictive power of sociobiographical and linguistic variables on foreign language anxiety of Chinese university students
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Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English?
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Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions.
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Concluding thoughts on the emotional rollercoaster of language teaching
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The complex relationship between classroom emotions and EFL achievement in China
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The predictive effects of Trait Emotional Intelligence and online learning achievement perceptions on Foreign Language Class boredom among Chinese university students
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Emotions in Second Language Acquisition: a critical review and research agenda
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Does multilingualism shape personality? An exploratory investigation
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Abstract:
Aims and objectives: Personality psychologists argue that personality is the result of nature and nurture. However, relatively little attention has been paid to the latter. The present study considers the effect of multilingualism, a social factor, on personality. Methodology: 651 multilinguals from around the world filled out an online questionnaire containing questions about participants’ language profile and a so-called “Big 5” questionnaire: the Multicultural Personality Questionnaire (Short Form) (van der Zee et al., 2013). Data and analysis: Correlation analyses were run between the level of multilingualism of participants and their scores on five personality traits. A parceled structural equation model was then used to examine the influence of multilingualism on three personality subscales. Findings: The model indicated significant weak, positive path coefficients between the level of multilingualism and Flexibility, Social Initiative and Open-mindedness. Significance: It confirms and expands earlier research that showed that multilingualism/multiculturalism can be considered to be enduring environmental factors that contribute to the shaping of personality profiles.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/29850/3/29850.pdf http://journals.sagepub.com/home/ijb https://eprints.bbk.ac.uk/id/eprint/29850/
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A bilingual emotional advantage? An investigation into the effects of psychological factors in emotion perception in Arabic and in English of Arabic-English bilinguals and Arabic /English monolinguals
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Actual and self-perceived linguistic proficiency gains in French during study abroad
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How childhood languages shape future language knowledge, language use, anxiety and cultural orientation
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Supervising doctoral students and managing the supervisor-supervisee relationship
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