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The complex relationship between classroom emotions and EFL achievement in China
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42 |
The predictive effects of Trait Emotional Intelligence and online learning achievement perceptions on Foreign Language Class boredom among Chinese university students
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43 |
Emotions in Second Language Acquisition: a critical review and research agenda
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44 |
Does multilingualism shape personality? An exploratory investigation
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45 |
A bilingual emotional advantage? An investigation into the effects of psychological factors in emotion perception in Arabic and in English of Arabic-English bilinguals and Arabic /English monolinguals
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Actual and self-perceived linguistic proficiency gains in French during study abroad
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47 |
How childhood languages shape future language knowledge, language use, anxiety and cultural orientation
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48 |
Supervising doctoral students and managing the supervisor-supervisee relationship
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49 |
Through the looking glass of student perception: how foreign language students see teacher trait emotional intelligence and why it matters
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50 |
Emotionality and pleasantness of mixed-emotion stimuli: the role of language, modality, and emotional intelligence
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Abstract:
The present study aimed to explore how 174 Spanish first language (L1) and foreign language (LX) users perceive emotionality and pleasantness in audiovisual and purely visual material eliciting blended emotions and whether cultural background and Trait Emotional Intelligence (EI) are linked to emotion perception. Participants rated the emotionality and pleasantness of the stimuli through a 7-point semantic differential scale and completed a self-reported measure of Trait EI. Data were analysed by means of univariate and multivariate statistical tests and correlation coefficients. Overall, LX users tended to provide higher ratings of emotionality and pleasantness than L1 users. This result seems to suggest that LX users are aware of the LX detachment effect and thus overcompensate when providing emotion perception ratings. Moreover, American participants rated the stimuli as more emotional and pleasant than Asian participants regardless of modality of presentation. On the other hand, Trait EI turned out to be unrelated to emotionality and pleasantness ratings contrary to previous evidence suggesting a positive role of EI in decoding emotions.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/32796/ https://doi.org/10.1111/ijal.12285 https://eprints.bbk.ac.uk/id/eprint/32796/3/32796.pdf
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51 |
If classroom emotions were music, teachers would be conductors and learners would be members of the orchestra
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52 |
Introduction to the emotional rollercoaster of language teaching
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53 |
The power to improve: effects of multilingualism and perceived proficiency on enjoyment and anxiety in foreign language learning
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54 |
The emotional rollercoaster ride of foreign language learners and teachers: sources and interactions of classroom emotions
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55 |
How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils’ Italian and English as foreign languages?
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56 |
Interactions and mediation between multilingual clients and their psychotherapist
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57 |
What psychological, linguistic and sociobiographical variables power EFL/ESL teachers’ motivation?
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58 |
Trait emotional intelligence, positive and negative emotions in first and foreign language classes: a mixed-methods approach
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59 |
How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils’ Italian and English as foreign languages?
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In: Journal of the European Second Language Association; Vol 4, No 1 (2020); 45–57 ; 2399-9101 (2020)
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Emotion recognition ability across different modalities: The role of language status (L1/LX), proficiency and cultural background
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