Chapter 10. Emotion and language ‘at work’

Alba-Juez, Laura; Pérez-González, Juan Carlos

doi:10.1075/pbns.302.10alb

Cited by 10 publications

(5 citation statements)

References 61 publications

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“…Taken together, these two approaches to EI correspond conceptually and operationally with many aspects of Emotional Competence (Davis and Qualter, 2020). Given that Trait EI is conceived as a personality trait and Ability EI as a type of intelligence, Alba-Juez and Pérez-González (2019) suggested that the former might be reinterpreted as the non-cognitive/automatic (temperamental) component of Emotional Competence while the latter might be interpreted as the cognitive/conscious component.…”

Section: Conceptual Clarificationmentioning

confidence: 98%

Editorial: Trait Emotional Intelligence: Foundations, Assessment, and Education

2020

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Section: Conceptual Clarificationmentioning

confidence: 98%

Editorial: Trait Emotional Intelligence: Foundations, Assessment, and Education

2020

Self Cite

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“…Following EI literature in applied linguistics (e.g., Dewaele et al, 2008; Shao et al, 2013; Li, 2019), the present study adopts the trait model of EI. That is, EI is viewed as a personality trait encompassing a cluster of dispositions and self-perceptions related to emotions, positioned at the lower levels of personality hierarchies (Dewaele et al, 2008, 2019b; Alba-Juez and Pérez-González, 2019). Trait EI is measured using self-reported measures including questionnaires (Petrides and Furnham, 2001).…”

Section: Literature Reviewmentioning

confidence: 99%

Trait Emotional Intelligence and Classroom Emotions: A Positive Psychology Investigation and Intervention Among Chinese EFL Learners

2019

Front. Psychol.

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The link between emotional intelligence (EI) and negative emotions, especially anxiety, has been investigated in different educational contexts including second/foreign language (L2) learning contexts. However, the link between EI and positive emotions remains underexplored, despite the growing interest of second language acquisition (SLA) researchers in positive emotions, motivated by the Positive Psychology (PP) movement. Grounded on PP theories, a correlational and experimental investigation was conducted on EI and two typical L2 classroom emotions, namely Foreign Language Enjoyment (FLE) and Foreign Language Anxiety (FLA). For the correlational study, questionnaires were administered to 1,718 English learners from three high schools in China. Statistical results showed medium correlations among students’ EI, FLE, and FLA. In the intervention study, a pre-test, treatment and post-test design was adopted. A six-week PP-based EI intervention (“ARGUER” training model in class and the “three activities” of PP in diary) was conducted in the experiment class of 56 students, while not in the control class of 52 students. Semi-structured interviews were conducted with five students in the experimental class and their English teacher. ANCOVA test results and qualitative findings indicated that the EI intervention was effective in improving EI, boosting more positive classroom emotions and alleviating negative classroom emotions. The findings in both the correlational and intervention studies are discussed in combination with previous studies. We also further address their theoretical and practical implications for L2 education.

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“…Previous research has suggested that EI (both trait EI and ability EI) influences individuals' abilities to express their emotions in both positive and negative ways (Bodrogi et al, 2022;Gao & Yang, 2023;Larsen, 2009;Larsen & Augustine, 2008). However, evidence concerning the specific linguistic elements that are determined by EIspecifically trait EIis scarce and has been largely obtained from L1 speakers (see, e.g., Alba-Juez & Pérez-González, 2019). Studies of trait EI among bilingual speakers have mainly focused on general language proficiency (Ożańska-Ponikwia, 2013, 2018Surahman & Sofyan, 2021) or on the emotional words that were used in somewhat neutral production tasks (Mavrou, 2021).…”

Section: The Current Studymentioning

confidence: 99%

The “emotional brain” of adolescent Spanish–German heritage speakers: is emotional intelligence a proxy for productive emotional vocabulary?

Vidal Noguera,

Mavrou

2024

Bilingualism

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Autobiographical memories (AMs) are partly influenced by people's ability to process and express their emotions. This study investigated the extent to which trait emotional intelligence (EI) contributed to the emotional vocabulary of 148 adolescents – 60 speakers of Spanish as a heritage language (HL) raised in Germany, 61 first-language (L1) German speakers and 27 L1 Spanish speakers – in their written AMs of anger and surprise. The results revealed that heritage speakers with high trait EI used more emotional words in their AMs. These bilinguals also used more positive, negative and high-arousal words in their HL and in their AMs of anger. Similar patterns were observed in the AMs produced in Spanish (HL and L1), but L1 Spanish speakers used more emotional words in their AMs of surprise. By contrast, L1 German speakers used more emotional words than bilinguals in their AMs in German, and AMs of anger in German included more emotional vocabulary than those addressing surprise events.

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Chapter 10. Emotion and language ‘at work’

Cited by 10 publications

References 61 publications

Editorial: Trait Emotional Intelligence: Foundations, Assessment, and Education

Editorial: Trait Emotional Intelligence: Foundations, Assessment, and Education

Trait Emotional Intelligence and Classroom Emotions: A Positive Psychology Investigation and Intervention Among Chinese EFL Learners

The “emotional brain” of adolescent Spanish–German heritage speakers: is emotional intelligence a proxy for productive emotional vocabulary?

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