Emotion and identity in second language learning

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.

Preface





Introduction





I. PROCESSING OF EMOTIONALITY IN LANGUAGES





The effects of emotionality on syntactic processing: neural and behavioral evidence


Isabel Fraga, Isabel Padrón, Carlos Acuña-Fariña





Acquisition, assessment and processing of emotional words in children


José Antonio Hinojosa, Lucía Sabater





Words and Emotions in Healthy and Pathological Aging


Olga Ivanova, Israel Martínez-Nicolás, Thide E. Llorente, José María Arana, Juan José García Meilán





The impact of language proficiency, cultural contact and attitudes on valence and arousal in Spanish as a second language


Ana Blanco Canales, Natividad Hernández Muñoz





The effect of language status, immersion and cultural integration level on the emotionality of emotion words in Spanish


Elisa Pérez-García





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 Rodríguez Castellano





　


II. EMOTIONAL COMMUNICATION IN SECOND LANGUAGES





Writing about positive and negative topics in Spanish as a heritage or second language


Claudia H. Sánchez-Gutiérrez, Paloma Fernández-Mira





Emotions and identity in Linguistic Autobiographies to increase Critical Language Awareness of Spanish Heritage Speakers in the US


Eva Gómez García





¿Eres muy emocional? I don’t 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


Lucía 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 González 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 Duñabeitia Landaburu





"When I speak in Spanish, I’m not myself": the development of linguistic identity in learners of Spanish in non-immersion contexts


Álvaro Sesmilo





Linguistic identities and emotions in the construction and development of the language learner interself


Alberto Rodríguez-Lifante, Mari Mar Boillos





A performative language teaching approach in connection with emotion and identity


Susana Martín Leralta,Margarita Planelles Almeida, María Eugenia Flores