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.
Brings together 18 theoretical and empirical chapters that analyze the role of emotion (expression, perception, processing) and identity (notions and representations, construction, conflict) in the process of learning a second language.
Preface
Introduction
I. PROCESSING OF EMOTIONALITY IN LANGUAGES
The effects of emotionality on syntactic processing: neural and behavioral
evidence
Isabel Fraga, Isabel Padrón, Carlos Acuńa-Farińa
Acquisition, assessment and processing of emotional words in children
José Antonio Hinojosa, Lucķa Sabater
Words and Emotions in Healthy and Pathological Aging
Olga Ivanova, Israel Martķnez-Nicolįs, Thide E. Llorente, José Marķa Arana,
Juan José Garcķa Meilįn
The impact of language proficiency, cultural contact and attitudes on valence
and arousal in Spanish as a second language
Ana Blanco Canales, Natividad Hernįndez Muńoz
The effect of language status, immersion and cultural integration level on
the emotionality of emotion words in Spanish
Elisa Pérez-Garcķa
Processing Accented Speech in Foreign Language Learning: Support for
Exemplar-based Memory Models in Spoken Language Processing
Allison M. Wilck, Jeanette Altarriba
Unconscious Attention and Facial Expressions in the Retrieval of L2 Lexical
Memory
Carmen Rodrķguez Castellano
II. EMOTIONAL COMMUNICATION IN SECOND LANGUAGES
Writing about positive and negative topics in Spanish as a heritage or second
language
Claudia H. Sįnchez-Gutiérrez, Paloma Fernįndez-Mira
Emotions and identity in Linguistic Autobiographies to increase Critical
Language Awareness of Spanish Heritage Speakers in the US
Eva Gómez Garcķa
æEres muy emocional? I dont think so. How does language determine our
emotional responses to everyday moral dilemmas?
Andreas Kyriakou, IriniMavrou
Expressing the cause of emotions in Spanish L1/L2: forms and meanings
Lucķa Gómez Vicente
Gamification as a methodological strategy for the development of emotional
competence in the Spanish as a foreign language classroom: academic
self-efficacy, achievement emotions and language learning
Cristina Gonzįlez Ruiz, Ocarina Masid Blanco
III. EMOTIONALITY AND IDENTITY CONSTRUCTION IN L2 LEARNING
The perception of identity and emotionality in Spanish L2
Ana Blanco Canales, Marta F. Nogueroles López
Self-evaluation, self-assessment and self-concept in a native or foreign
language
Irene Buttazzi, Jon Andoni Duńabeitia Landaburu
"When I speak in Spanish, Im not myself": the development of linguistic
identity in learners of Spanish in non-immersion contexts
Įlvaro Sesmilo
Linguistic identities and emotions in the construction and development of the
language learner interself
Alberto Rodrķguez-Lifante, Mari Mar Boillos
A performative language teaching approach in connection with emotion and
identity
Susana Martķn Leralta,Margarita Planelles Almeida, Marķa Eugenia Flores
Ana Blanco Canales, Ph. D, is Associate Professor of Spanish Language at the University of Alcalį. 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 Martķn 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.
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