Tipo: artículo

Temas: artículo emociones

Resumen:

The aim of this study was to test a model of second language (L2) boredom based on coping self-efficacy (CSE), foreign language enjoyment (FLE), and mindfulness among English as a foreign language (EFL) learners. In so doing, 456 EFL learners from Iran took part in this study by completing an online survey which included scales tapping into the four latent constructs under investigation. Two-step structural equation modelling was utilized to analyse the data and examine the associations among the constructs. Results revealed that CSE and mindfulness positively affected FLE. Also, FLE was a direct negative predictor of L2 boredom. Concerning the mediation hypotheses, FLE was found to fully mediate the effect of mindfulness on boredom. However, FLE was a partial mediator between CSE and boredom. These findings provide a basis for...

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Tipo: artículo

Temas: artículo emociones

Resumen:

A growing body of literature examined the role of emotional intelligence (EI) in second/foreign language learning (L2) achievement. Though positive relationships have been reported, negative or non-significant relationships were also found. To date no study has quantitatively synthesized the overall effect size between EI and L2 achievement or the potential moderators influencing their relationship. The current meta-analysis fills this research gap by examining 39 independent studies with a cumulative sample size of 6,571 participants. Moderation analyses showed that the effect was stronger for female, collectivistic culture, and final grades as language measures (as opposed to standardized tests) but not influenced by educational level, major, specificity of L2 achievement, skills of language learning or publication year. Reasons for...

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Tipo: artículo

Temas: artículo emociones

Resumen:

This study used Pekrun’s control-value theory (CVT) as a framework to validate the Achievement Emotion Questionnaire – Second Language Learning (AEQ-L2L) for assessing eight student emotions in second language (L2) learning. We tested and validated the instrument in two samples using three waves of data, with a total number of 1,021 Chinese university students. Item and scale statistics indicate the AEQ-L2L is reliable. Moreover, single- and multi-group confirmatory factor analysis supported the hierarchical four-factor component structure of L2 emotions in and across the two student groups. Furthermore, multi-model comparison indicated that language emotions are best represented by considering both the distinctiveness of the eight examined emotions and their component structure. Finally, latent correlation analysis demonstrated the...

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Tipo: artículo

Temas: artículo emociones

Resumen:

El reconocimiento de emociones forma parte de las habilidades comunicativas fundamentales y resulta esencial para el proceso de aculturación emocional. El objetivo de este artículo es ofrecer expresiones verbales cargadas emocionalmente de ira, miedo y tristeza, no explícitas, para observar el reconocimiento emocional en usuarios de español como lengua adicional (ELX). Para ello, se crea un corpus de 20 escenas emocionales del que se seleccionan expresiones verbales con input comprensible para usuarios de nivel B1. Estas expresiones verbales son validadas mediante metodología mixta a través de dos cuestionarios aplicados a dos muestras distintas (n = 92). El resultado final de la validación son 18 expresiones verbales cargadas emocionalmente de ira, miedo y tristeza. Finalmente, se proponen tres franjas de dificultad en las...

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Tipo: monográfico

Temas: monográfico dimensión afectiva

Resumen:

Dimensiones afectivas, socioemocionales y cognitivas en el aprendizaje de la lengua española es el título del volumen monográfico de Estudios de Lingüística del Español (Vol. 50, n.º 2, 2025), editado por Teresa Fernández-Ulloa (California State University, Bakersfield) y Miguel Soler Gallo (Universidad de Salamanca). Este monográfico ofrece una mirada integral sobre la adquisición del español, concebida como un proceso complejo donde interactúan aspectos cognitivos, afectivos y socioemocionales, determinantes tanto para el dominio de la lengua como para el bienestar y desarrollo integral del alumnado.

A partir de aportes teóricos sobre motivación, actitudes, interacción social y autoeficacia, los nueve trabajos que integran el volumen analizan cómo la creación de entornos de...

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Tipo: artículo

Temas: artículo metodología

Resumen:

The teaching of grammar in the instructional context of FL for adult learners has been extensivelydiscussed. Furthermore, this topic has often led to a heated controversy. There has been an enormous metho-dological evolution from the Grammar-Translation approach, followed by natural methodologies and until themost extended instructional method implemented nowadays: the communicative approach. The present paperbriefly reviews from a historical perspective the evolution of instructional methodologies in order to frame themost current scenario. It also examines the impact of up-to-date investigation about the brain in the teachingcontext to justify and contextualize an innovative grammar approach coined as affective grammar. To understandthis new term, a definition is provided together with its limitations and exemplification. Finally,...

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Tipo: artículo

Temas: artículo niños

Resumen:

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Los cuentos tradicionales son un recurso de gran riqueza en cualquier tipo de enseñanza para niños. Bettelheim propone el vínculo de los cuentos tradicionales con los más íntimos sentimientos de los niños, generando una conexión con ellos. Este vínculo puede utilizarse de manera positiva en la enseñanza, y generar un desarrollo global del aprendizaje de los niños. De este modo, usando los cuentos tradicionales y los principios presentes en Psicoanálisis de los cuentos de hadas (1978) se espera un positivo desarrollo del léxico en lengua española en los niños.justificado.

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Tipo: artículo

Temas: artículo hablantes de herencia

Resumen:

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As emotions research in the field of second language acquisition continues to evolve, it is equally important to explore the impact of social?emotional variables that are specifically relevant to heritage language (HL) contexts. Anchoring on foundations in critical heritage language education (HLE), this study examines the discomforts of the HL classroom from a diverse heritage speaker (HS) perspective. Additionally, comforts that support the HL classroom as a safe space for emotional security and well-being for HSs across HLs are explored. Examining the HL classroom from the perspective of HL practices and knowledge systems, this study ultimately aims to: (a) outline the emotional complexity of HL pedagogical spaces, and (b...

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Tipo: libro

Temas: libro emociones

Resumen:

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...

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Tipo: artículo

Temas: artículo comprensión lectora

Resumen:

While existing research has documented that the reading medium significantly impacts language learners? reading comprehension processes and outcomes, empirical evidence on how the reading medium influences reading emotions is lacking. The present study contributes to the field by investigating whether reading emotions (i.e. enjoyment, anxiety, and boredom) of learners of Spanish as a second language (L2) differ between mobile-assisted and paper-based reading processes. In addition, it explores whether individual difference variables (i.e. L2 Spanish proficiency and preferences for the reading medium) moderate the relationship between the reading medium and reading emotions. The instruments used are reading comprehension tests and questionnaire surveys administered to a sample of 245 first-year college students majoring in Spanish....

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