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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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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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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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