Vocabulario emocional en la producción oral en español como lengua de migración

Mavrou, Irini; Bustos-López, Fernando

doi:10.5565/rev/doblele.40

Cited by 6 publications

(6 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, although proxies are convenient, future studies should try to employ standardized tests of L1 literacy, as well as a wider range of L2 writing tasks and more varied L2 writing measures (both product- and process-based). As emotions are always embedded in writing, future research should also address the extent to which linguistic distance is a proxy for emotional detachment by examining the emotional dimensions of the texts produced by immigrants (see e.g., Mavrou & Bustos-López, 2018).…”

Section: Discussionmentioning

confidence: 99%

What Does Linguistic Distance Predict When It Comes to L2 Writing of Adult Immigrant Learners of Spanish?

Mavrou

Chao

2023

Written Communication

Self Cite

View full text Add to dashboard Cite

This study examined whether the linguistic distance between the first (L1) and second (L2) language is a significant determinant of L2 writing skills of 292 adult immigrants from 39 different source countries, who were beginner learners of Spanish L2. Gender, age, length of residence in Spain, education level as a proxy for literacy skills in L1, enrolment in Spanish language courses, and overall communicative competence in Spanish were also considered. Using both standard procedures for assessing L2 writing and performance-based psycholinguistic measures of accuracy and text-production fluency, the findings highlight the important role of linguistic proximity in achieving greater accuracy, text-production fluency, and overall L2 writing scores. Other significant predictors were age, enrolment in Spanish courses, and education level for accuracy; and length of residence in Spain and education level for text-production fluency. Although length of residence in Spain was negatively associated with text-production fluency in L2 writing, mediation analyses revealed that the effect of age on text-production fluency was mediated by length of residence in Spain and that L2 proficiency level mediated the link between linguistic distance and text-production fluency. Furthermore, most of the errors that these immigrants made were morphosyntactic and spelling errors, while vocabulary errors were rare.

show abstract

Section: Discussionmentioning

confidence: 99%

What Does Linguistic Distance Predict When It Comes to L2 Writing of Adult Immigrant Learners of Spanish?

Mavrou

Chao

2023

Written Communication

Self Cite

View full text Add to dashboard Cite

show abstract

“…An increasing number of recent studies have examined the affective properties (valence and arousal) of the emotional vocabulary used by L2 speakers (e.g. Jiménez Catalán & Dewaele, 2017; Kyriakou & Mavrou, 2022; Mavrou, 2021; Mavrou & Bustos-López, 2018 ; Pavlenko & Driagina, 2007; Pérez-García & Sánchez, 2020; Vidal Noguera et al, 2022). For example, Pavlenko and Driagina (2007) analysed and compared the size and richness of the emotional vocabulary in oral narratives produced by monolingual Russian speakers, monolingual American speakers, and Americans who were highly proficient in Russian.…”

Section: Emotional Expressionmentioning

confidence: 99%

“…Their findings showed that American learners of Russian produced a significantly lower proportion of emotion word. Mavrou and Bustos-López (2018) focused on the valence of the emotional vocabulary used by migrant learners of Spanish in the speaking section of a certification exam. Around one-third of the discourse of these migrants included emotional words, particularly positively valenced words.…”

Section: Emotional Expressionmentioning

confidence: 99%

Moral judgements in a foreign language: Expressing emotions and justifying decisions

Kyriakou¹,

Foucart

Mavrou

2022

International Journal of Bilingualism

Self Cite

View full text Add to dashboard Cite

Aim: Previous evidence suggests that language influences bilinguals’ moral judgements. One explanation for this phenomenon is that using a second language (L2) attenuates emotional arousal, thus leading to more rational decisions. This study examined whether bilinguals’ moral arguments and emotional vocabulary are influenced by the language – first language (L1) or L2 – in which a moral dilemma is presented. Methodology and data analysis: A mixed-methods design was employed. We analysed the emotional vocabulary used by 204 Spanish-English bilinguals when making moral judgements and expressing their emotions in response to a highly emotional moral dilemma, as well as the type of arguments they employed to justify their moral decisions in L1 and L2. Findings: The participants were more emotional in their L1, as reflected in the arguments they used to justify their decisions. This finding was supported by a significantly lower number of emotional words in their L2. Moreover, the effect of language on moral judgements was mediated by the participants’ emotions. Originality: This study is the first to qualitatively examine the types of arguments underlying bilinguals’ moral decision-making in their L1 and in their L2. Moreover, the analysis of verbal emotional expressions in relation to moral decisions adds to the findings of previous research that was based almost exclusively on forced-choice measures and further supports the hypothesis that the reduction of emotional arousal in an L2 modulates individuals’ moral judgements. Implications: The results have implications for L2 teaching and pedagogy. The L2 curriculum should include instruction in emotional vocabulary and should engage learners in discussions that require argumentation and critical thinking about strong emotional content. This may assist bilinguals not only to express their internal affective states more efficiently, but also to experience the intensity of L2 emotionally charged words in a similar way as they do in their L1.

show abstract

“…La lengua materna se aprende en contextos cercanos y, por lo tanto, emocionalmente significativos, al contrario que las lenguas extranjeras, las cuales normalmente se aprenden en contextos académicos, donde la carga emocional es mucho menor (Ivaz, Costa y Duñabeitia, 2016). Por lo tanto, es frecuente que en la lengua materna se cuente con un mayor vocabulario emocional que en las lenguas extranjeras (Mavrou y Bustos-López, 2018). En definitiva, la educación emocional es muy importante para tener bienestar y saber actuar ante las diferentes situaciones que se encuentran el día a día.…”

Section: Conciencia Y Vocabulario Emocionalunclassified

vocabulario emocional de los jóvenes

Cañellas¹,

Blanc²,

Guiu³

et al. 2022

rieeb

View full text Add to dashboard Cite

Si entendemos la salud desde una perspectiva global, es decir, no sólo física sino también mental, el bienestar emocional es clave para poder tener un completo estado de salud. La adolescencia es una etapa en la que se producen muchos cambios y las emociones juegan un papel fundamental. Así pues, la educación emocional adquiere gran importancia en este periodo. Para entender las emociones, el primer paso es tener conciencia emocional y, en este sentido, es básico tener un buen vocabulario emocional ya que, si no podemos poner nombre a las emociones, éstas dejan de existir en su totalidad. Por este motivo, el siguiente estudio consiste en examinar y hacer un análisis sobre el vocabulario emocional en adolescentes. Para ello se ha contado con una muestra de 431 adolescentes de entre 14 y 18 años, en concreto, 173 alumnos de segundo ciclo de ESO y 258 alumnos de Bachillerato. Se ha analizado el vocabulario del alumnado mediante una prueba estandarizada que consiste en escribir en tres minutos el número máximo de emociones posibles. Una vez obtenidos los datos se ha realizado un análisis estadístico, observando así las diferencias significativas entre las diferentes variables del alumnado. Como principales resultados se ha obtenido que el número de emociones tanto de ESO como de Bachillerato no es muy elevado. Además, hay más cantidad de palabras en las familias emocionales de emociones negativas y la familia en la que más palabras se han escrito es la de tristeza con gran diferencia con respecto a las otras, tanto en ESO como en Bachillerato.

show abstract

Vocabulario emocional en la producción oral en español como lengua de migración

Cited by 6 publications

References 3 publications

What Does Linguistic Distance Predict When It Comes to L2 Writing of Adult Immigrant Learners of Spanish?

What Does Linguistic Distance Predict When It Comes to L2 Writing of Adult Immigrant Learners of Spanish?

Moral judgements in a foreign language: Expressing emotions and justifying decisions

vocabulario emocional de los jóvenes

Contact Info

Product

Resources

About