Vocabulario emocional en la producción oral en español como lengua de migración 1Emotional Vocabulary in Oral Production of Migrant Learners of Spanish IRINI MAVROU / FERNANDO BUSTOS-LÓPEZ UNIVERSIDAD ANTONIO DE NEBRIJA emavrou@nebrija.es / fbustos@nebrija.es Resumen: El presente estudio analizó el vocabulario emocional en la producción oral de un grupo de adultos inmigrantes aprendientes de español. Los principales resultados fueron los siguientes: (a) casi un tercio del discurso de estos informantes estuvo constituido por palabras emocionales, especialmente positivas; (b) el tiempo de residencia en España correlacionó positivamente con la cantidad de tokens y types totales y léxicos, y con el número de tokens emocionales negativos; (c) los informantes más jóvenes alcanzaron un mayor grado de precisión lingüística; (d) una mayor competencia comunicativa en la lengua meta influyó positivamente en la producción de palabras emocionales. Abstract:The present study analysed the emotional vocabulary in oral production of a group of adult migrant learners of Spanish. The main results were as follows: (a) almost one third of the discourse of these migrants consisted of emotional words, especially positive ones; (b) length of stay in Spain correlated positively with the number of tokens and types (both total and lexical), as well as with the number of negative emotional tokens used by the participants; (c) younger participants achieved a greater degree of linguistic accuracy; (d) a higher communicative competence in Spanish was positively linked to the production of more emotional words.

<p>The current study intended to examine the influence of working memory capacity and emotional intelligence on emotional expression in Spanish as a second language (SSL). Forty-one learners of SSL (A2 and B1 levels) carried out a writing task about an emotional topic. The global quality of their texts was assessed by means of an analytical scale, and the web-based search engine emoFinder was used in order to measure the number and valence of emotional words produced by the participants. Moreover, participants completed a self-report measure of emotional intelligence and performed three working memory tasks. The results showed an influence of emotional intelligence on written expression in SSL, a positive correlation between the quality of written expression and the number of emotional words, as well as a greater use of positive words compared to the negative ones.</p>

Background: Cognitive-behavioral alterations can occur after an acquired brain injury (ABI). Objectives: To develop and evaluate a synchronous online training program on emotional intelligence (EI) for the caregivers of adult patients with cognitive-behavioral impairment due to ABI. Methods: Quasi-experimental study. Ten caregivers attended a one-month virtual synchronous course about EI. The emotional status of the caregivers was registered one-month-previous and one-month-post program using comparative measures: The Trait Meta-Mood Scale (TMMS-24), the Positive and Negative Affect Schedule (PANAS), Caregiver Burden Interview, the 10-item Connor-Davidson Resilience Scale, and the Emotional Health Survey. Results: After the training course, the favorable changes related to emotional affect measured with the PANAS questionnaire were found; both positive (increase; Mdn = 39.5; effect size −12.79; adjusted variance 95.75) and negative (decrease; Mdn = 14.5; effect size 0.73; adjusted variance 95.50) presented a statistical significance of p < 0.05. The TMMS-24 post-test showed that 90% of the caregivers reported an adequate or excellent emotional repair (p < 0.05; effect size −0.68; adjusted variance 94.75). No other significant differences were found. Conclusions: After this training in EI, the caregivers had a more positive mood and improved aspects of their emotional intelligence, such as emotional regulation. More studies need to be conducted.