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ВЛИЯНИЕ КУЛЬТУРНЫХ КОНЦЕПТОВ НА ЭМОТИВНУЮ ЛЕКСИКУ КАБАРДИНО-ЧЕРКЕССКОГО ЯЗЫКА
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The Impact of Neuroscience on Foreign Languages in School
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In: The Language Teacher and Teaching at a Crossroads ; https://hal.archives-ouvertes.fr/hal-01558923 ; The Language Teacher and Teaching at a Crossroads, The FIPLV Nordic-Baltic Region, Ene Peterson Jun 2016, TALLINN, Estonia (2016)
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Readers' Emotions: A Plurilingual Perspective
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In: ISSN: 0008-4506 ; Canadian Modern Language Review / La revue canadian des langues vivantes ; https://halshs.archives-ouvertes.fr/halshs-01380940 ; Canadian Modern Language Review / La revue canadian des langues vivantes, University of Toronto Press, 2016, 72 (3), pp.312-338. ⟨10.3138/cmlr.2968⟩ ; http://www.utpjournals.press/doi/10.3138/cmlr.2968 (2016)
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Three major handbooks in three years: Stylistics as a mature discipline
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In: ISSN: 0963-9470 ; Language and Literature ; https://hal.archives-ouvertes.fr/hal-01396066 ; Language and Literature, SAGE Publications, 2016, 25 (3), ⟨10.1177/0963947016660221⟩ ; http://lal.sagepub.com/content/25/3/286.short (2016)
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Mistaking minds and machines: How speech affects dehumanization and anthropomorphism.
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In: Journal of experimental psychology. General, vol 145, iss 11 (2016)
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Medical students' creative projects on a third year pediatrics clerkship: a qualitative analysis of patient-centeredness and emotional connection.
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In: BMC medical education, vol 16, iss 1 (2016)
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Emotions and family interactions in childhood: Associations with leukocyte telomere length emotions, family interactions, and telomere length.
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Les apprentissages lexicaux : des unités linguistiques à l’enseignement du FLE
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In: https://hal-univ-paris3.archives-ouvertes.fr/tel-01468588 ; Education. Université Grenoble Alpes, 2016 (2016)
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Constructions of causative verbs and names of emotions : linguistic aspects and didactic trails ; Les constructions verbe causatif + nom d’émotion : aspects linguistiques et pistes didactiques
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In: https://tel.archives-ouvertes.fr/tel-01690487 ; Linguistique. Université Grenoble Alpes, 2016. Français. ⟨NNT : 2016GREAL019⟩ (2016)
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Internet-based collaborative work groups to foster pre-service language teacher autonomy
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In: Learner autonomy Learners, teachers and researchers in action. ; https://halshs.archives-ouvertes.fr/halshs-01283593 ; Learner autonomy Learners, teachers and researchers in action., LASIG, Antwerp University, Mar 2016, Antwerp, Belgium ; https://www.uantwerpen.be/en/conferences/lasig/ (2016)
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Prosody and emotion in Brazilian Portuguese
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In: Intonational Grammar in Ibero-Romance. Approaches across linguistic subfields. ; https://hal.archives-ouvertes.fr/hal-01621838 ; Intonational Grammar in Ibero-Romance. Approaches across linguistic subfields., John Benjamins Publishing Company, pp.135-152, 2016, 9789027258052 (2016)
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Language and emotional abilities in children with Williams syndrome and children with autism spectrum disorder: similarities and differences
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In: ISSN: 1179-9927 ; Pediatric Health, Medicine and Therapeutics ; https://hal.archives-ouvertes.fr/hal-02052684 ; Pediatric Health, Medicine and Therapeutics, [Auckland N.Z.]: Dove Medical Press, 2016, 7 (1), pp.89-97. ⟨10.2147/PHMT.S66347⟩ (2016)
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Group Emotions: The Social and Cognitive Functions of Emotions
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In: International Journal of Computer-Supported Collaborative Learning (ijCSCL) ; https://halshs.archives-ouvertes.fr/halshs-01381014 ; International Journal of Computer-Supported Collaborative Learning (ijCSCL), 2016, 11 (2), pp.123-156 ; http://link.springer.com/article/10.1007/s11412-016-9232-8?view=classic (2016)
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Abstract:
International audience ; The learning sciences of today recognize the tri-dimensional nature of learning as involving cognitive, social and emotional phenomena. However, many computer-supported argumentation systems still fail in addressing the socio-emotional aspects of group reasoning, perhaps due to a lack of an integrated theoretical vision of how these three dimensions interrelate to each other. This paper presents a multi-dimensional and multi-level model of the role of emotions in argumentation, inspired from a multidisciplinary literature review and extensive previous empirical work on an international corpus of face-to-face student debates. At the crossroads of argumentation studies and research on collaborative learning, employing a linguistic perspective, we specify the social and cognitive functions of emotions in argumentation. The cognitive function of emotions refers to the cognitive and discursive process of schematization (Grize, 1996, 1997). The social function of emotions refers to recognition-oriented behaviors that correspond to engagement into specific types of group talk (e. g. Mercer in Learning and Instruction 6(4), 359–377, 1996). An in depth presentation of two case studies then enables us to refine the relation between social and cognitive functions of emotions. A first case gives arguments for associating low-intensity emotional framing, on the cognitive side, with cumulative talk, on the social side. A second case shows a correlation between high-intensity emotional framing, and disputational talk. We then propose a hypothetical generalization from these two cases, adding an element to the initial model. In conclusion, we discuss how better understanding the relations between cognition and social and emotional phenomena can inform pedagogical design for CSCL.
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Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; Argumentation; Collaboration; Emotions; Group cognition
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URL: https://halshs.archives-ouvertes.fr/halshs-01381014/file/ijCSCL_GroupEmotions_PARTAGEABLE.pdf https://halshs.archives-ouvertes.fr/halshs-01381014/document https://halshs.archives-ouvertes.fr/halshs-01381014
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How to motivate students to talk about their emotions: a cultural and linguistic approach
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In: Teaching Languages and Cultures in the Post-Method Era: Developing Competencies, Re-thinking Practices - TLC 2016 ; https://hal.archives-ouvertes.fr/hal-02514675 ; Teaching Languages and Cultures in the Post-Method Era: Developing Competencies, Re-thinking Practices - TLC 2016, University of Niš, Nov 2016, Niš, Serbia (2016)
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Présence d’éléments culturels dans le discours oral descriptif des apprenants. Intérêts pour l’enseignement-apprentissage du FLE
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In: Colloque international : Echanges culturels d’aujourd’hui : langue et littérature ; https://hal.archives-ouvertes.fr/hal-02478195 ; Colloque international : Echanges culturels d’aujourd’hui : langue et littérature, Dec 2016, Université de Tamkang, Tamsui (Taïwan), France (2016)
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Special Session on Emotion and Sentiment in Intelligent Systems and Big Social Data Analysis (SentISData 2016)
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In: 3rd IEEE International Conference on Data Science and Advanced Analytics (DSAA 2016) ; https://hal.archives-ouvertes.fr/hal-03176429 ; Benamara, Farah; Bosco, Cristina; Fersini, Elisabetta; Patti, Viviana; Viviancos, Emilio. 3rd IEEE International Conference on Data Science and Advanced Analytics (DSAA 2016), Oct 2016, Montréal, Canada. 2016 ; https://sites.ualberta.ca/~dsaa16/specialsessions.html (2016)
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Русские паронимы-прилагательные со значением эмоций в аспекте РКИ
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КОНЦЕПТ «РАДОСТЬ» В КАРТИНАХ МИРА АНГЛИЙСКОГО И ЛАКСКОГО ЯЗЫКОВ
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О полифункциональности пейзажа в некоторых рассказах А. П. Чехова
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ЯЗЫКОВЫЕ СРЕДСТВА, ВЫРАЖАЮЩИЕ ПСИХОЭМОЦИОНАЛЬНОЕ СОСТОЯНИЕ ЧЕЛОВЕКА
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