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Appagamento, atteggiamento/motivazione e ansia nello studio della lingua madre e della lingua straniera in una scuola italiana all’estero
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‘The English language enables me to visit my pain’. Exploring experiences of using a later-learned language in the healing journey of survivors of sexuality persecution
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Sustainable development of EFL/ESL learners’ willingness to communicate: the effects of teachers and teaching styles
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24 |
Predicting the emotional labor strategies of Chinese English foreign language teachers
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27 |
The predictors of exam performance of Kazakh university students and secondary school pupils learning Turkish: an exploratory investigation
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28 |
Differences in emotional reactions of Greek, Hungarian, and British users of English when watching television in English
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30 |
Emotion recognition ability across different modalities: the role of language status (L1/LX), proficiency and cultural background
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Abstract:
This paper considers individual differences in the Emotion Recognition Ability (ERA) of 1368 participants in different modalities. The sample consisted of 557 first language (L1) and 881 foreign language (LX) users of English from all over the world. This study investigates four independent variables, namely modality of communication, language status (L1 versus LX), proficiency, and cultural background. The dependent variable is a score reflecting ERA. Participants were asked to identify an emotion (happiness, sadness, anger, fear, surprise and disgust) portrayed by a native English-speaking actress in six short recordings – either audiovisual or audio-only – embedded in an online questionnaire. English proficiency was measured through a lexical recognition test. Statistical analyses revealed that participants were better able to recognise emotions when visual cues are available. Overall, there was no difference between L1 and LX users' ERA. However, L1 users outperformed LX users when visual cues were not available, which suggest that LX users are able to reach L1-like ERA when they can rely on a sufficient amount of cues. Participants with higher proficiency scores had significantly higher ERA scores, particularly in the audio-only condition. Asian LX users were found to score significantly lower than other LX users.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/22590/ https://doi.org/10.1515/applirev-2017-0015 https://eprints.bbk.ac.uk/id/eprint/22590/3/22590.pdf
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31 |
Visual cues and perception of emotional intensity among L1 and LX users of English
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32 |
How to prepare psychotherapists for interpreter-mediated therapy?
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33 |
Negotiating the language(s) for psychotherapy talk: a mixed methods study from the perspective of multilingual clients
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34 |
The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety
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35 |
The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
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36 |
The predictive power of sociobiographical and linguistic variables on foreign language anxiety of Chinese university students
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37 |
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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38 |
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions.
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40 |
Concluding thoughts on the emotional rollercoaster of language teaching
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