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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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How to prepare psychotherapists for interpreter-mediated therapy?
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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 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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Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions.
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Concluding thoughts on the emotional rollercoaster of language teaching
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The complex relationship between classroom emotions and EFL achievement in China
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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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Emotions in Second Language Acquisition: a critical review and research agenda
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Does multilingualism shape personality? An exploratory investigation
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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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Abstract:
Aims and objectives: While the debate on the cognitive bilingual advantage is ongoing, much less attention has been paid to a potential emotional advantage of bilinguals. The present study compared the performance of bilinguals and monolinguals in emotion perception (EP) in Arabic and in English and the differences in trait emotional intelligence (Trait EI). It also considered the relationship between Trait EI and EP scores. Methodology: 205 Arabic-English bilinguals, 71 Arabic monolinguals and 333 English monolinguals had to recognise anger, fear, sadness, disgust, surprise and happiness in twelve short audio-visual video clips (six in English and six in Arabic) embedded in an online questionnaire. The clips contained short conversations about day-to-day situations. Data and analysis: Nonparametric statistical analyses were used to explore the differences between bilinguals and monolinguals in EP in English and Arabic and to explore the relationship between Trait EI and EP. Findings: Bilinguals outperformed English monolinguals in the EP task in English but did not perform better than Arabic monolinguals in Arabic. Bilinguals scored higher on Trait EI than monolinguals, and Trait EI scores were significantly and positively correlated with EP scores. Originality: This study suggests that there is a small bilingual advantage for emotional and psychological domains. Significance: Bilingualism seems to have an effect on some personality dimensions and emotional skills.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/26149/3/26149.pdf https://doi.org/10.1177/1367006918813597 https://eprints.bbk.ac.uk/id/eprint/26149/
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Actual and self-perceived linguistic proficiency gains in French during study abroad
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How childhood languages shape future language knowledge, language use, anxiety and cultural orientation
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Supervising doctoral students and managing the supervisor-supervisee relationship
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Through the looking glass of student perception: how foreign language students see teacher trait emotional intelligence and why it matters
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