Emotion and identity in second language learning. Intercultural studies and foreign language learning, vol. 23.

Blanco Canales, Ana and Susana Leralta (eds.):

ISBN 10: 1800796498 / ISBN 13: 9781800796492

Editore: Oxford, Bern, Berlin, Bruxelles, New York, Wien : Peter Lang, 2023

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XXVI, 580 pp., 15 fig. col., 53 fig. b/w, 53 tables. A perfect copy, as new. - This book brings together 18 theoretical and empirical chapters that analyse the role of emotion (expression, perception, processing) and identity (notions and representations, construction, conflict) in the process of learning a second language. Studies on the differences in emotionality between L1 and L2 suggest that in L2 there is an alteration that, in many cases, manifests itself as a decrease in the affective load, which can lead to a certain indifference to the emotional content transmitted and to a lesser involvement in communication. It is also known that emotion plays a fundamental role in the construction of identity in a second language in the shaping of the self that feels and communicates and in the ability to cope with the learning process. Most of the studies have focused on the understanding of these issues in balanced bilingual speakers, but there is little evidence on their functioning in speakers with other degrees of proficiency (the case of second language learners) and on their role in the learning process. Better understanding this question is fundamental for the improvement of everything related to second language acquisition. We need new and innovative approaches that lead to more effective programs, increased interest in language learning and the consolidation of multilingual societies. - Contents: Foreword -- Introduction -- Processing of emotionality in languages -- The effects of emotionality on syntactic processing: Neural and behavioural evidence -- Acquisition, assessment and processing of emotional words in children -- Words and emotions in healthy and pathological aging -- The impact of language proficiency, cultural contact and attitudes on valence and arousal in Spanish as a second language -- The effect of language status, immersion and cultural integration level on the emotionality of emotion words in Spanish -- Processing accented speech in foreign language learning: Support for exemplar-based memory models in spoken language processing -- Unconscious attention and facial expressions in the retrieval of L2 lexical memory -- Emotional communication in second languages -- Writing about positive and negative topics in Spanish as a heritage or second language -- Emotions and identities in linguistic autobiographies: Uncovering Spanish heritage speakers' critical language awareness -- Expressing the cause of emotions in Spanish L1/L2: Forms and meanings -- Gamification as a methodological strategy for the development of emotional competence in Spanish as a foreign language: Academic self-efficacy, achievement emotions and language learning -- Emotionality and identity construction in L2 learning -- The perception of identity and emotionality in Spanish L2 -- Self-evaluation, self-assessment and self-concept in a native or foreign language -- 'When I speak in Spanish, I'm not myself': The development of linguistic identity in learners of Spanish in non-immersion contexts -- Linguistic identities and emotions in the construction and development of the language learner interself -- A performative language teaching approach in connection with emotion and identity. ISBN 9781800796492 Sprache: Englisch Gewicht in Gramm: 250.

Codice articolo 1272877

Dati bibliografici

• Titolo: Emotion and identity in second language learning. Intercultural studies and foreign language learning, vol. 23.
• Editore: Oxford, Bern, Berlin, Bruxelles, New York, Wien : Peter Lang
• Data di pubblicazione: 2023
• Lingua: Inglese
• ISBN 10: 1800796498
• ISBN 13: 9781800796492
• Rilegatura: Softcover, 23 cm.
• Condizione: Wie neu
• Peso: 250 grammi
• Cataloghi dei venditori:
  • Linguistik

Descrizione articolo

Riassunto

This book brings together 18 theoretical and empirical chapters that analyse the role of emotion (expression, perception, processing) and identity (notions and representations, construction, conflict) in the process of learning a second language. Studies on the differences in emotionality between L1 and L2 suggest that in L2 there is an alteration that, in many cases, manifests itself as a decrease in the affective load, which can lead to a certain indifference to the emotional content transmitted and to a lesser involvement in communication. It is also known that emotion plays a fundamental role in the construction of identity in a second language in the shaping of the self that feels and communicates and in the ability to cope with the learning process.

Most of the studies have focused on the understanding of these issues in balanced bilingual speakers, but there is little evidence on their functioning in speakers with other degrees of proficiency (the case of second language learners) and on their role in the learning process. Better understanding this question is fundamental for the improvement of everything related to second language acquisition. We need new and innovative approaches that lead to more effective programs, increased interest in language learning and the consolidation of multilingual societies.

Informazioni sull'autore

Ana Blanco Canales, Ph. D, is Associate Professor of Spanish Language at the University of Alcalá. Her research work focuses on the acquisition and learning of Spanish language (mother tongue or second language), and, more specifically, on the acquisition of phonological competence, metacognitive reflection and learning strategies, the construction of linguistic identity and the emotional resonance of languages. She is the head of the phonetics research network Fono. ELE and coordinator of the LEIDE research group (https://grupoleide.com/).

Susana Martín Leralta

, PhD from the University of Bielefeld, is currently Dean of the Faculty of Languages and Education at the University of Nebrija (Madrid), and lecturer at postgraduate level. Her research interests focus on the learning of Spanish as an additional language for migrants, the expression of emotions and the acquisition of communicative skills. She is a research member of the LAELE Group at Nebrija University (https://www.nebrija.com/investigacionuniversidad/grupo-laele/) and of the INMIGRA research network of the Community of Madrid.