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Narratives of infertile Muslim women: the construction of personal and socio-cultural identities in weblogs
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The influence of student perception of teacher emotional intelligence and happiness on foreign language learning
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Science in exile: EAL academic literacies development of established Syrian academics
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The influence of L2 on L1: metapragmatic judgments of L1 non-verbal greetings by Saudi L2 speakers of English - a mixed methods study
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Whose Karate? Language and cultural learning in a multilingual Karate club in London
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Deux ou trois choses que je sais d’elles : les variantes émergentes en français multiculturel de la région parisienne
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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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Visual cues and perception of emotional intensity among L1 and LX users of English
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Abstract:
A total of 97 monolingual and multilingual users of English participated in an adaptation of a matched-guise design to investigate the effect of visual cues (co-speech gestural intensity and facial expression) on perception of emotional intensity of the same speaker in two video stimuli in which verbal and vocal emotional information was kept constant. Participants included 41 adult British first language (L1) users of English and 56 highly proficient adult foreign language (LX) users of English. Statistical analysis revealed that gestural intensity was significantly linked to perceptions of emotional intensity by all participants. However, LX users perceived both the low and medium gesture video as significantly more emotional than L1 users. We suggest that LX users may have relied more on the visual channel over the vocal and verbal channels compared to L1 users. The difference between both groups might also be the consequence of overcompensation for the detachment effect of LX emotion speech. Number of languages known, gender, LX users’ English proficiency and length of stay in the UK turned out to be unrelated to perceptions of emotional intensity.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://doi.org/10.1080/14790718.2019.1612902 https://eprints.bbk.ac.uk/id/eprint/27322/3/27322.pdf https://eprints.bbk.ac.uk/id/eprint/27322/
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Closest conjunct agreement in replacives: experimental evidence from Estonian
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Do you see / hear / understand how he feels? Multimodal perception of a Chinese speaker’s emotional state across languages and cultures
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How to prepare psychotherapists for interpreter-mediated therapy?
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Academic socialisation through collaboration: textual interventions in supporting exiled scholars’ academic literacies development
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Negotiating the language(s) for psychotherapy talk: a mixed methods study from the perspective of multilingual clients
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The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety
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The East India Company Language Policy in the early 19th Century
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Activism signage, emplacement, and sense of public space: a mixed methods study of the linguistic landscape of Bloomsbury
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The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
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The predictive power of sociobiographical and linguistic variables on foreign language anxiety of Chinese university students
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Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English?
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