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Translanguaging and embodied teaching and learning: lessons from a multilingual karate club in London
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The relationship between English proficiency and humour appreciation among English L1 users and Chinese L2 users of English
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Multilingualism and trait emotional intelligence: an exploratory investigation
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How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?
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Scrutinizing the effects of the 4/3/2 activity: repetition, increasing time pressure, accuracy enhancement and cognitive individual differences
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Creating a counter-space: Tahrir Square as a platform for linguistic creativity and political dissent
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Domestic work = language work? Language and gender ideologies in the marketing of multilingual domestic workers in London
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Individual differences in second language speech learning in classroom settings: roles of awareness in the longitudinal development of Japanese learners’ English /ɹ/ pronunciation
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Dialectics of the Goddess in Japanese Audiovisual Culture, Lorenzo J. Torres Hortelano (ed.) (2018) Lanham, MD: Lexington Books
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The flowering of positive psychology in Foreign Language Teaching and Acquisition research
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The emotional underpinnings of Gardner’s Attitudes and Motivation Test Battery
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Rethinking design: from the methodology of innovation to the object of design
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Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes
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Arja Nurmi, Tanja Rütten, and Päivi Pahta (eds): 'Challenging the Myth of Monolingual Corpora'. Brill Rodopi, 2017
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The construction of Erasmus student identity: a discourse historic approach
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Emotion perception in Arabic and English by Arabic/English monolinguals and Arabic-English bilinguals: a mixed methods investigation
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Abstract:
This thesis investigates variation in the emotion perception (EP) and the perceived emotional intensity of six emotions in the Arabic and English languages for 609 participants, consisting of 205 Arabic-English bilinguals, 71 Arabic monolinguals, and 333 English monolinguals. Independent variables include the status of language (monolinguals versus bilinguals), psychological variables (trait emotional intelligence—TEI), linguistic proficiency, socio-biographical variables (age, gender, and education level), linguistic profile variables (age and contexts of L2 acquisition, frequency of language use, and residence in English-speaking countries—ESCs), in-group advantage, and bicultural identity orientations. This study adopts an acculturation perspective to explore the relationship between bicultural identities and the EP of bilinguals who live in ESCs. The stimuli used to depict the emotions were 12 short audio-visual video clips: six in Arabic and six in English. A mixed methods approach was utilised. The quantitative study was based on data obtained from web-based questionnaires that were translated into Arabic and English. The qualitative study consisted of semi-structured interviews with seven Arabic-English bilinguals about their opinions towards emotion perception in the L1 and L2 and the challenges they face in interpreting emotions. The findings showed that bilinguals outperformed monolinguals in EP in English but did not perform better than Arabic monolinguals in EP in Arabic. The bilingual group also outperformed monolingual groups at the TEI level, suggesting a significant (but small) bilingual advantage in the psychological and emotional domains. TEI, as well as linguistic proficiency scores, was significantly correlated with the EP scores of the bilinguals and English monolinguals. The socio-biographical and linguistic profile variables and bicultural identity were also linked to the EP scores. Monolinguals were able to easily identify emotions in their L1, adding evidence to the claim that language and culture play a fundamental role in emotion construction.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/40426/ https://eprints.bbk.ac.uk/id/eprint/40426/1/Nada%20AlqarniThesisFINAL%20619.pdf http://vufind.lib.bbk.ac.uk/vufind/Record/595076
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The relationship between multilingual raters’ language background and their perceptions of accentedness and comprehensibility of second language speech
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