By J. Dewaele
This can be the 1st large-scale research on how multilinguals believe approximately their languages and use them to speak emotion. utilizing a mix of quantitative and qualitative approaches, Jean-Marc Dewaele appears on the components that impact multilinguals' self-perceived competence, attitudes, communicative anxiousness, language selection and code-switching while expressing emotions, anger and while swearing. approximately 1,600 multilinguals from world wide participated within the examine. the consequences recommend that how and while a language was once realized determines destiny use and communicative nervousness. features corresponding to current use of the language, the entire variety of languages recognized, and the extent of emotional intelligence additionally play a big role. Interviews with participants reveal the significance of cultural components and exhibit how the gradual strategy of acculturation in a brand new neighborhood is observed by means of sluggish adjustments in language personal tastes to speak feelings.
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Extra resources for Emotions in Multiple Languages
He is thus in agreement with Ushioda, who argued earlier: “There is clearly scope for a more qualitative approach to the study of language learning motivation, to complement this long-standing quantitative tradition of research” (Ushioda, 2001: 95). That is not to say that studies should have to be based on mixed-methods design. Hesse-Biber and Leavy (2006) pointed out that in the case of mixed-methods approaches the sum is not always greater than its parts. Dörnyei (2007: 46) goes even further, wondering whether more harm than good can be done when researchers are not adequately trained in qualitative and quantitative methods.
These Anglophone researchers tend to forget that the walls of the well are built with the bricks of specifically Anglophone values and judgements. Wierzbicka and Harkins (2001) accept that there may be a basic human experience of something like “anger”, yet argue that it would be problematic to claim that such an experience would be precisely equivalent to the English “anger”, or to its translation equivalents or synonyms in other languages. They also point to the inherent variability in emotional responses between people in similar contexts: what one person might find harmless could be perceived as offensive by another.
Affective appraisal is thus at the core of cognition, and it drives the decision-making processes. Emotion is thus at the basis of any learning, or absence of learning. When a stimulus is positively assessed in a learning situation, it will have a positive effect on the amount of attention and effort a learner will be prepared to devote to it. It will also encourage the learner to approach similar stimuli in the future. However, when a stimulus is negatively assessed in a learning situation, less attention and effort will be devoted to it, and negative affective assessment may promote avoidance in the future.
Emotions in Multiple Languages by J. Dewaele