Multilinguals Verbalisation And Perception Of Emotions

This book investigates the interplay of language, emotion and gender in a multilingual context and provides rich insights into the complexities of bilingualism and the field of emotion research, as well as the intersection of both. Combining quantitative and qualitative analyses of data, the book examines multilinguals' verbalisation and perception of emotions in their first language and English, their second language (L2). The research looks at crosslinguistic, intercultural and gender-based differences, thereby highlighting the challenges faced by multilinguals in this context and the potential risks of miscommunication and misinterpretation. Results support the call for a change of paradigm towards a holistic approach to multilingualism and emotion research and highlight the similarities and differences in L2 users of English when expressing their emotions in the different languages. The book will appeal to anyone interested in research on emotions in the context of bi-/multilingualism or second language acquisition, as well as those teaching or learning multiple languages.

This book addresses a particularly important area of second language acquisition research, specifically the factors that mediate learning outcomes in learning a second or foreign language. It provides a comprehensive, up-to-date overview of studies in the field of second language learning and L2 use from the point of view of personality traits and emotional intelligence. It also presents results of a mixed-method study researching the possible influence of these variables on the process of learning a second language. Furthermore, the book represents the first systematic exploration of the role of emotional intelligence and the factors related to it in moderating attainment in the target language. What is also unique here is the investigation of the role of personality with respect to different target language skills and subsystems, which allows finer-grained insights into this relationship. The book will be of considerable interest to both researchers, teachers and students in the fields of SLA, TESOL, applied linguistics, and bilingualism.

Language Education and Emotions presents innovative, empirical research into the influence of emotions and affective factors in language education, both in L1 and in foreign language education. It offers a comprehensive overview of studies authored and co-authored by researchers from all over the world. The volume opens and ends with "backbone" contributions by two of the discipline’s most reputed scholars: Jane Arnold (Spain) and Jean-Marc Dewaele (United Kingdom). This book broadens our understanding of emotions, including well-known concepts such as foreign language anxiety as well as addressing the emotions that have only recently received scientific attention, driven by the positive psychology movement. Chapters explore emotions from the perspective of the language learner and the language teacher, and in relation to educational processes. A number of contributions deal with traditional, school-based contexts, whereas others study new settings of foreign language education such as migration. The book paints a picture of the broad scale of approaches used to study this topic and offers new and relevant insights for the field of language education and emotions. This book will be of great interest to academics, researchers and postgraduate students in the field of language education, psycholinguistics, sociolinguistics, and applied linguistics.

The handbook Language and Emotion is intended to give a historical and systematic profile of the area. It will aim to connect contemporary and historical theories, approaches, and applications and to cover eastern and western perspectives of language, communication, and emotion. It will present all relevant aspects of language and emotion and thus contribute significantly to research in the field of linguistics and semiotics of emotion.

The Handbook consists of four major sections. Each section is introduced by a main article: Theories of Emotion – General Aspects Perspectives in Communication Theory, Semiotics, and Linguistics Perspectives on Language and Emotion in Cultural Studies Interdisciplinary and Applied Perspectives The first section presents interdisciplinary emotion theories relevant for the field of language and communication research, including the history of emotion research. The second section focuses on the full range of emotion-related aspects in linguistics, semiotics, and communication theories. The next section focuses on cultural studies and language and emotion; emotions in arts and literature, as well as research on emotion in literary studies; and media and emotion. The final section covers different domains, social practices, and applications, such as society, policy, diplomacy, economics and business communication, religion and emotional language, the domain of affective computing in human-machine interaction, and language and emotion research for language education. Overall, this Handbook represents a comprehensive overview in a rich, diverse compendium never before published in this particular domain.

This book captures an urgent moment for language teaching, learning and research. At its core are a series of debates concerning gender stereotyping, the place of linguistics in modern languages, language activism, multilingualism and modern languages and digital humanities. Taken together, these debates explore the work that languages, and that those who learn and speak them, do in the world as well as the way we think 'through' and 'in' a language and are shaped by it. Language Debates acknowledges the history of language teaching and the current realities of language teaching and learning. It is bold in suggesting ways forward for reform and for policy, setting languages and language learning at the heart of a consciously transformative set of goals. This book is therefore essential reading for academics, language teachers, policy makers, students, activists and those passionate about progressing language learning and teaching. The editors and contributors make up a multilingual and multicultural team who work across languages, cultures and borders with a globally-informed approach to their work. Uniquely, the debates in this volume are based on events with participants in the Language Acts and Worldmaking Debates Series and/or workshops within the wider research project and take into account the ensuing discussions there. Each debate is accompanied by an interview which serves as a model on how to continue the conversation beyond the printed pages of the book. You can also discover ways to join the debate through links on the Language Acts and Worldmaking series website (www.jmlanguages.com/languageacts) which includes recorded debates, additional materials and more information about the series. Like all the volumes in the Language Acts and Worldmaking series, the overall aim is two-fold: to challenge widely-held views about language learning as a neutral instrument of globalisation and to innovate and transform language research, teaching and learning, together with Modern Languages as an academic discipline, by foregrounding its unique form of cognition and critical engagement. Specific aims are to: · propose new ways of bridging the gaps between those who teach and research languages and those who learn and use them in everyday contexts from the professional to the personal · put research into the hands of wider audiences · share a philosophy, policy and practice of language teaching and learning which turns research into action · provide the research, experience and data to enable informed debates on current issues and attitudes in language learning, teaching and research · share knowledge across and within all levels and experiences of language learning and teaching · showcase exciting new work that derives from different types of community activity and is of practical relevance to its audiences · disseminate new research in languages that engages with diverse communities of language practitioners.

This book explores the ways in which migrants’ experience in today’s multilingual and multicultural society informs language use and processing, behavioural patterns, and perceptions of self-identity. Drawing on survey data from hundreds of Italian migrants living in English- speaking countries, in conjunction with more focused interviews, this volume unpacks reciprocal influences between linguistic, cultural, and psychological variables to shed light on how migrants emotionally engage with the local and heritage dimensions across public and private spaces. Visualising the impact of a constant shifting of linguistic and cultural practices can enhance our understanding of migration experiences, foreign language acquisition, language processing and socialisation, inclusion, integration, social dynamics, acculturation tendencies, and cross-cultural communication patterns. Overall, this book appeals to students and scholars interested in gaining nuanced insights into the linguistic, cultural, and psychological underpinnings of migration experiences in such disciplines as sociolinguistics, cultural studies, and social psychology.

The Routledge Handbook of English Language Teacher Education provides an accessible, authoritative, comprehensive and up-to-date resource of English language teacher education. With an overview of historical issues, theoretical frameworks and current debates, this handbook provides unique insights into a range of teacher education contexts, focusing on key issues relating to teacher and learner priorities, language and communication, current practices, reflective practice, and research. Key features include: a cross-section of current theories, practices and issues, providing readers with a resource which can be used in a variety of contexts; the use of data, transcripts and tasks to highlight and illustrate a range of practices, including examples of ‘best practice’; ‘snapshots’ of ELTE from a number of contexts taken from all around the world; and examples of current technological advances, contemporary thinking on reflective practice, and insights gained from recent research. This wide-ranging and international collection of chapters has been written by leading experts in the field. The Routledge Handbook of English Language Teacher Education is sure to be core reading for students, researchers and educators in applied linguistics, TESOL and language education.