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Translanguaging spaces as safe space for psycho-social support in refugee settings in the Kurdistan region of Iraq
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Irrumpiendo en el presente: Estrategias de reinscripción en la Historia para leer la obra filosófica de Rosa Chacel
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144 |
Differences in emotional reactions of Greek, Hungarian and British users of English when watching English television
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145 |
On being, subject and truth in the works of Pablo Neruda and Alain Badiou
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The role of language and cultural engagement in emotional fit with culture: an experiment comparing Chinese-English bilinguals to monolingual Brits and Chinese
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Abstract:
The current study investigated to what extent language and culture shape emotional experience. Specifically, we randomly assigned 178 Chinese-English bilinguals to report on emotional situations, cultural exposure, engagement, and language proficiency in either English as a foreign language (LX) or Chinese (L1). We established their fit with both the typical patterns of emotions among British and Chinese monolinguals and predicted these fit indices from the survey language, cultural exposure, and engagement. Whereas monolinguals fitted their own culture’s emotional patterns best, bilinguals fitted both the typical LX and L1 patterns equally well. The survey language affected bilinguals’ emotional fit, but there was no evidence for true frame switching. Rather, bilinguals with low exposure to English encountered a drop in emotional fit when using English. Yet, this negative effect of survey language was buffered when bilinguals had better quality interactions with Westerners that are likely to foster conceptual restructuring in the LX.
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Keyword:
Cultures & Applied Linguistics (from 2021); Languages
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URL: https://eprints.bbk.ac.uk/id/eprint/44121/ https://doi.org/10.1007/s42761-021-00037-x https://eprints.bbk.ac.uk/id/eprint/44121/3/44121.pdf
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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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148 |
‘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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Vacíos de la bomba atómica. El Memorial por la Paz de Hiroshima como lugar de ritual.
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La Nueva Ola Japonesa. Nūberu Bāgu como fenómeno (trans)nacional
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Sustainable development of EFL/ESL learners’ willingness to communicate: the effects of teachers and teaching styles
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153 |
Extensive reading in an EFL classroom: impact and learners’ perceptions
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Predicting the emotional labor strategies of Chinese English foreign language teachers
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Science in exile: EAL academic literacies development of established Syrian academics
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158 |
The predictors of exam performance of Kazakh university students and secondary school pupils learning Turkish: an exploratory investigation
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Kanji learning by Japanese language learners from alphabetic backgrounds: an examination of how ‘component analysis’ impacts learners of differential proficiencies
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Hurley, Ian. - : Dublin City University. School of Applied Language and Intercultural Studies, 2021
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In: Hurley, Ian (2021) Kanji learning by Japanese language learners from alphabetic backgrounds: an examination of how ‘component analysis’ impacts learners of differential proficiencies. PhD thesis, Dublin City University. (2021)
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A Question of Knowledge Base
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In: L2 Journal, vol 13, iss 1 (2021)
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