The purpose of the study presented here is to examine the importance of structural and conceptual (non-)equivalence in the acquisition and use of emotion words in a second language (L2). The use of these words is examined in a corpus of 206 narratives collected with two stimuli from first language (L1) speakers of Russian and English, and L2 learners of Russian and English. The results of the quantitative and qualitative analyses of lexical choices made by the participants show that in the case of structural non-equivalence L2 learners can shift patterns of structural selection in the mental lexicon. Thus, L2 learners of English pattern with L1 English speakers in favoring adjectival constructions in the same context where L1 and L2 Russian speakers favor verbs. Conceptual non-equivalence, on the other hand, was shown to complicate acquisition of emotion words and lead to negative transfer, lexical borrowing, and avoidance. Implications are offered for models of the bilingual mental lexicon and for L2 instruction.
2024. Valence and arousal perception among first language users, foreign language users, and naïve listeners of Mandarin across various communication modalities. Bilingualism: Language and Cognition► pp. 1 ff.
Shablack, Holly
2024. More than emotion words: Linguistic and sociocultural cues on affective processes. In The Intersection of Language with Emotion, Personality, and Related Factors [Psychology of Learning and Motivation, 80], ► pp. 199 ff.
Ahn, Sunyoung & Nan Jiang
2023. Can adult learners sense L2 emotional words automatically? The role of L2 use on the emotional Stroop effect. Second Language Research 39:4 ► pp. 1265 ff.
Bąk, Halszka
2023. Issues in the translation equivalence of basic emotion terms. Ampersand 11 ► pp. 100128 ff.
El-Dakhs, Dina Abdel Salam, Mervat M. Ahmed, Jeanette Altarriba & Suhad Sonbul
2023. Differential emotional expression in autobiographical narratives: The case of Arabic–English bilinguals. International Journal of Bilingualism
Lorette, Pernelle
2023. Opportunities and challenges of positionality in quantitative research: overcoming linguistic and cultural ‘knowledge gaps’ thanks to ‘knowledgeable collaborators’. Journal of Multilingual and Multicultural Development 44:8 ► pp. 657 ff.
Mergen, Filiz & Gülmira Kuruoğlu
2022. Differences Between Grammatical and Lexical Processing in the Late Learned Language. Psycholinguistics in a Modern World 17 ► pp. 74 ff.
Blanco Ruiz, Mónica & Mercedes Pérez Serrano
2021. Análisis de la expresión de la emoción en las narraciones orales de arabófobos jordanos aprendientes de español. Círculo de Lingüística Aplicada a la Comunicación 87 ► pp. 121 ff.
FERREIRA, Renan Castro & Isabella MOZZILLO
2021. TRANSFERÊNCIA CONCEITUAL: O RELATIVISMO LINGUÍSTICO NA APRENDIZAGEM DE SEGUNDA LÍNGUA. Alfa: Revista de Linguística (São José do Rio Preto) 65
Mavrou, Irini
2021. Emotional intelligence, working memory, and emotional vocabulary in L1 and L2: Interactions and dissociations. Lingua 257 ► pp. 103083 ff.
Pérez-García, Elisa & María Jesús Sánchez
2020. Emotions as a linguistic category: perception and expression of emotions by Spanish EFL students. Language, Culture and Curriculum 33:3 ► pp. 274 ff.
Shablack, Holly & Kristen A. Lindquist
2019. The Role of Language in Emotional Development. In Handbook of Emotional Development, ► pp. 451 ff.
Jiménez Catalán, Rosa M. & Jean-Marc Dewaele
2017. Lexical availability of young Spanish EFL learners: emotion words versus non-emotion words. Language, Culture and Curriculum 30:3 ► pp. 283 ff.
Wang, Zhongqing, Sophia Yat Mei Lee, Shoushan Li & Guodong Zhou
2017. Emotion Analysis in Code-Switching Text With Joint Factor Graph Model. IEEE/ACM Transactions on Audio, Speech, and Language Processing 25:3 ► pp. 469 ff.
Lin, Jingxia & Yao Yao
2016. Encoding emotion in Chinese: a database of Chinese emotion words with information of emotion type, intensity, and valence. Lingua Sinica 2:1
Pavlenko, Aneta
2016. Whorf's Lost Argument: Multilingual Awareness. Language Learning 66:3 ► pp. 581 ff.
2011. The representation of emotion vs. emotion-laden words in English and Spanish in the Affective Simon Task. International Journal of Bilingualism 15:3 ► pp. 310 ff.
This list is based on CrossRef data as of 6 june 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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