Journal articles: 'LX English'

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Lorette, Pernelle, and Jean-Marc Dewaele. "Emotion recognition ability in English among L1 and LX users of English." International Journal of Language and Culture 2, no. 1 (November 6, 2015): 62–86. http://dx.doi.org/10.1075/ijolc.2.1.03lor.

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This article focuses on individual differences in emotion recognition ability among 356 first language (L1) and 564 foreign language (LX) users of English. Recognizing emotions can be particularly challenging in LX contexts. Depending on their linguistic profile, individuals may interpret input very differently, and LX learners and users have been found to perform significantly worse than native control groups (Rintell 1984) in tests of emotion recognition ability. In the present article, we investigate the effect of three independent variables, namely, L1 versus LX status, proficiency in English, and cultural background, on emotion recognition ability. We used an online survey in which participants had to identify the emotion portrayed by a native English-speaking actress in six audiovisual clips. Despite LX users having lower proficiency scores, English L1 users and LX users’ emotion recognition ability scores were broadly similar. A significant positive relationship was found between LX proficiency and emotion recognition ability. A similar but only marginally significant relationship emerged among L1 users. A significant effect of L1 culture was found on emotion recognition ability scores, with Asian LX users scoring significantly lower than European LX users. It thus seems that audiovisual input allows advanced LX users to recognize emotions in LX as well as L1 users. That said, LX proficiency and L1 culture do have an effect on emotion recognition ability.

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Dewaele, Jean-Marc. "“Cunt”: On the perception and handling of verbal dynamite by L1 and LX users of English." Multilingua 37, no. 1 (January 26, 2018): 53–81. http://dx.doi.org/10.1515/multi-2017-0013.

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Abstract“Cunt” is currently one of the most offensive words in the English language and is usually censored in the English press and media. The present study looks firstly at differences between 1159 first (L1) and 1165 foreign (LX) users of English in their perceived understanding of the word, its perceived offensiveness and their self-reported frequency of use. Secondly, it considers the relationships between the dependent variables and a number of psychological, sociobiographical and linguistic profile variables. The findings suggest that LX users are less sure about the exact meaning of the word, underestimate its offensiveness and use it less frequently than L1 users. Links between understanding of the word and its perceived offensiveness vary for L1 and LX users. High levels of Extraversion, Neuroticism and Psychoticism were linked to more frequent use of the word, as were lower levels of education, a younger age, being a male and working in a swearing-rich environment for both L1 and LX users. Variation in the group of LX users was linked to age of onset of acquisition of English, context of acquisition, self-reported oral proficiency, frequency of use of English and having lived in an English-speaking environment.

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Lorette, Pernelle, and Jean-Marc Dewaele. "Emotion recognition ability across different modalities: The role of language status (L1/LX), proficiency and cultural background." Applied Linguistics Review 11, no. 1 (March 26, 2020): 1–26. http://dx.doi.org/10.1515/applirev-2017-0015.

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AbstractThis paper considers individual differences in the Emotion Recognition Ability (ERA) of 1368 participants in different modalities. The sample consisted of 557 first language (L1) and 881 foreign language (LX) users of English from all over the world. This study investigates four independent variables, namely modality of communication, language status (L1 versus LX), proficiency, and cultural background. The dependent variable is a score reflecting ERA. Participants were asked to identify an emotion (happiness, sadness, anger, fear, surprise and disgust) portrayed by a native English-speaking actress in six short recordings – either audiovisual or audio-only – embedded in an online questionnaire. English proficiency was measured through a lexical recognition test. Statistical analyses revealed that participants were better able to recognise emotions when visual cues are available. Overall, there was no difference between L1 and LX users’ ERA. However, L1 users outperformed LX users when visual cues were not available, which suggest that LX users are able to reach L1-like ERA when they can rely on a sufficient amount of cues. Participants with higher proficiency scores had significantly higher ERA scores, particularly in the audio-only condition. Asian LX users were found to score significantly lower than other LX users.

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Erling, Elizabeth J., Anouschka Foltz, Felicitas Siwik, and Michael Brummer. "Teaching English to Linguistically Diverse Students from Migration Backgrounds: From Deficit Perspectives to Pockets of Possibility." Languages 7, no. 3 (July 20, 2022): 186. http://dx.doi.org/10.3390/languages7030186.

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This article reports on an interview study with six secondary school LX English teachers working in a part of Austria where there is an above-average number of residents–and thus also students–who are multilingual and come from migration backgrounds. It attempts to extend research on deficit perspectives of multilingual learners from migration backgrounds to the area of LX English learning and to provide insights into a language learning context that is underrepresented in international applied linguistics research, which has tended to focus on elite language learning. The article explores teachers’ perceptions of teaching English in this context. We hypothesized that teachers would hold negative beliefs about their students’ multilingual backgrounds and practices. The typological analysis of teachers’ interview data revealed that teachers did hold some dominant deficit perspectives about their students’ multilingualism and language learning; however, it also suggests that teachers are taking on the rudiments of a translanguaging stance that values multilingual practice. The article thus closes by considering how possibility perspectives can be harnessed and extended to foster students’ multilingual and multicultural development, with particular regard to LX English language learning.

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Panicacci, Alex. "A Constellation of Voices: How the Network of Languages in Migrants’ Minds, Hearts, and Interactions Shape Their Sense of Self." Discourses on Culture 20, no. 1 (December 1, 2023): 49–84. http://dx.doi.org/10.2478/doc-2023-0011.

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Abstract Multilinguals often report having different perceptions of themselves when switching languages, typically indicating their first language (L1) as the one in which they feel more authentic and describing a sense of detachment when using any foreign language (LX). This phenomenon amplifies in migration contexts, where the LX is the language of the host society. The present study approaches the topic in a holistic way, by interconnecting the L1 and LX dimensions and investigating their joint influence on migrants’ self-perceptions. Data from 468 Italian migrants living in English-speaking countries, supported by 5 in-depth interviews, revealed that the maintenance of an emotional and cognitive bond with the L1 anticipated stronger perceptions of self-change when speaking the LX. Conversely, higher levels of dominance in the LX and its use in social interactions predicted milder feelings of difference. Participants described their identity shifting as a reflexive sociolinguistic practice in response to their emotional and cognitive needs.

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Resnik, Pia, Sharona Moskowitz, and Alex Panicacci. "Language Learning in Crisis Mode: The Connection Between LX Grit, Trait Emotional Intelligence and Learner Emotions." Journal for the Psychology of Language Learning 3, no. 2 (December 19, 2021): 99–117. http://dx.doi.org/10.52598/jpll/3/2/7.

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When COVID-19 was declared a pandemic, the education sector soon faced the unprecedented challenge of moving courses online within no time. The rapid implementation of emergency remote teaching (ERT) led to students and teachers alike being thrown into an emotional terra incognita. This paper sets out to explore if foreign language (LX) grit, learners’ passion and perseverance for LX learning, is a predictor of learners’ foreign language enjoyment (FLE) and their foreign language anxiety (FLCA) in LX classes taught remotely due to COVID-19. Additionally, the role of trait emotional intelligence (TEI) in mediating the connections between LX grit, FLE, and FLCA is investigated. With a web survey, data were collected from 481 English as a Foreign Language (EFL) learners in Europe. Regression analyses indicated that LX grit was a reliable predictor of FLE and TEI. TEI functioned as a partial mediator in the model, explaining a significant proportion of variance (14.3%) in FLE scores. Thus, grittier students, who were also more emotionally intelligent, reported enjoying their English classes more. LX grit was also shown to be a reliable predictor of FLCA. In this case, TEI functioned as a full mediator in the model, explaining 22.5% of the variance in FCLA scores. Therefore, lower TEI scores were linked to higher levels of FLCA. Less gritty EFL learners scored lower on TEI, which consequently determined higher levels of FLCA. Data from two open-ended questions revealed that particularly enjoyable or anxiety-provoking episodes during ERT were similar among all learners. While positive group dynamics, teachers’ forgiving nature and easy-going disposition, humor as well as the innovative use of technology were mentioned as common factors boosting their FLE, speaking in front of strangers, overwhelming workload and technology-related aspects were frequently mentioned sources of anxiety.

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Panicacci, Alex, and Jean-Marc Dewaele. "‘Am I Sincere about My Feelings?’: Changes in Multilinguals’ Self-perceptions when Discussing Emotional Topics in Different Languages." Discourses on Culture 20, no. 1 (December 1, 2023): 21–48. http://dx.doi.org/10.2478/doc-2023-0010.

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Abstract The first language (L1) is generally considered by multilinguals as the one in which they feel more ‘themselves’ in emotional circumstances. Affective socialization in a foreign language (LX) can help speakers develop a similar level of authenticity when using that language. This study is conducted on a sample of 468 migrants living in Anglophone countries who are L1 speakers of Italian and LX speakers of English, the language of the host society. The objective is to verify if the frequency of use for expressing emotions and the perceived emotional resonance of both languages can predict changes in migrants’ self-perceptions when discussing emotional topics in the LX. Survey data revealed that the emotional resonance of the L1 was the only factor increasing participants’ sense of feeling different when using the LX in emotional conversations. Narratives from 5 interviews and 303 answers to an open-ended survey question suggested that these self- perceptions varied extensively according to the intensity and type of emotion expressed.

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Plonsky, Luke. "Sampling and Generalizability in Lx Research: A Second-Order Synthesis." Languages 8, no. 1 (March 6, 2023): 75. http://dx.doi.org/10.3390/languages8010075.

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As in many other social sciences, second/additional language (Lx) researchers are often interested in generalizing their findings beyond the samples they collect data from. However, very little is known about the range of learner backgrounds and settings found in Lx research. Moreover, the few papers that have addressed the range of settings and demographics sampled in Lx research paint a disappointing picture). The current study examines the extent to which concerns expressed over this issue are merited and worthy of further attention. Toward that end, sample-related features such as L1, Lx/target language, age, proficiency, and educational setting (or lack thereof) were extracted from a sample of 308 systematic reviews of Lx research. The data from this “meta-synthetic” sample are then used to estimate the extent to which Lx research has sampled—and might or might not be able to generalize to—different populations and contexts including those pertinent to migrant populations, the focus of this special issue. The results reveal an incredibly disproportionate interest in participants with English as a first or target language and as well as university students in a narrow range of countries. The findings are used to call out the applied linguistics community on this gross oversight while also seeking to inform future research and contribute to the ongoing methodological reform movement in applied linguistics.

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Beers Fägersten, Kristy, Karyn Stapleton, and Minna Hjort. "Censorship and Taboo Maintenance in L1 and LX Swearing." Languages 9, no. 4 (April 1, 2024): 128. http://dx.doi.org/10.3390/languages9040128.

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In this paper, we consider the censorship of public swear word usage as a function of, and continued maintenance of, taboo with a focus on L1 and LX swearing and its management. In research with multilingual speakers, first-language swear words are consistently perceived as more taboo, and thus more emotional/powerful than equivalent words from a second or third language. While the public use of English-language swear words may be subject to censorship in Anglophone contexts, it is not censored to the same extent in LX contexts. On the other hand, L1 swear words are censored. Such perceptions of differences in strength between one’s L1 and LX languages also seem to affect the work of language professionals: translators’ tendency to self-censor may at least in part be explained by this bias. The existence of a two-tier system of swearing and censorship serves to reinvigorate L1 swear words, while diminishing the power of English swear words. We thus examine how censorship works as a means of maintaining and/or attenuating taboo, potentially moderating the power of swearing itself in cross-linguistic and multilingual contexts.

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Lorette, Pernelle, and Jean-Marc Dewaele. "The relationship between bi/multilingualism, nativeness, proficiency and multimodal emotion recognition ability." International Journal of Bilingualism 23, no. 6 (October 30, 2018): 1502–16. http://dx.doi.org/10.1177/1367006918808042.

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Aims and Objectives: The primary aim of this study is to investigate the relationship between visual–vocal–verbal emotion recognition ability (ERA) and multilingualism – that is, both bilingual first language (L1) acquisition and the level of multilingualism operationalised as the number of languages one can speak. Besides these two factors, we also consider nativeness and proficiency as possible predictors of ERA. Methodology: One-thousand-two-hundred-and-twenty participants completed a survey online consisting of a sociobiographical background questionnaire, an English lexical test and an emotion recognition test including six stimuli. For each of the six audiovisual recordings, participants had to indicate which emotion they thought the L1 English speaker was conveying – happiness, sadness, anger, (positive) surprise, fear, disgust or no/neutral emotion. Data and Analysis: An individual ERA score was calculated for each participant. Correlations between ERA and the different variables were computed – including interactions – and significant correlations were fed into a linear regression model. Findings: The number of spoken languages was unrelated to ERA in our sample. The data revealed an interaction between BFLA and nativeness: bi/multilingually raised English second or foreign language (LX) users outperformed monolingually raised LX users, but bi/multilingually raised L1 users of English scored lower than monolingually raised L1 users. Proficiency was significantly related to ERA. Originality: This study points to a bilingual advantage in emotion recognition in English for participants with specific linguistic profiles. Participants who grew up with two languages from birth had an advantage if it did not include English. The advantage seemed to be cancelled out among bi/multilingually raised English L1 users, possibly due to interferences from their other L1(s) or L1 culture(s). Significance: This study contributes to the scarce literature on bilingual advantage in the affective domain and offers a nuanced view on bilingualism and ERA.

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Beaulieu, Suzie, Javier Bejarano, Leif Michael French, and Kristin Reinke. "Professional Identities of French Lx Economic Immigrants: Perceptions from a Local French-Speaking Community." Languages 7, no. 2 (May 31, 2022): 140. http://dx.doi.org/10.3390/languages7020140.

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Communicative expertise in the host society’s dominant language is central to newcomers’ socio-professional integration. To date, SLA research has largely ignored laypeople’s perspectives about Lx communicative expertise, though they are the ultimate judges of real-life interactional success. Sociolinguistic studies have shown that laypeople may base their judgments of Lx speech not only on linguistic criteria, but also on extralinguistic factors such as gender and language background. To document laypeople perspectives, we investigated the professional characteristics attributed to four ethnolinguistic groups of French Lx economic immigrants (Spanish, Chinese, English and Farsi) who were nearing completion of the government-funded French language training program in Quebec City, Canada. We asked L1 naïve listeners (N = 49) to evaluate spontaneous speech excerpts, similar in terms of content and speech qualities, produced by a man and a woman from each target group. After they listened to each audio excerpt, we asked listeners to select the characteristics they associated with that person from a list of the most frequent professional qualities found in job advertisements. Data analysis showed that few Lx users were perceived as having strong communication skills in French. Logistic regression revealed no significant relationships between language group, gender, communicative effectiveness, and professional characteristics. However, there were significant associations between communicative effectiveness with the following characteristics: can work independently, can relate to others, is dynamic, has a sense of initiative, and shows leadership skills.

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Dewaele, Jean-Marc, and Phoebe Moxsom-Turnbull. "Visual cues and perception of emotional intensity among L1 and LX users of English." International Journal of Multilingualism 17, no. 4 (May 11, 2019): 499–515. http://dx.doi.org/10.1080/14790718.2019.1612902.

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Minkova, Donka, and Z. L. Zhou. "Nominal Compounds in Old English Meter and Prosody." Journal of Germanic Linguistics 35, no. 1 (February 8, 2023): 69–95. http://dx.doi.org/10.1017/s1470542722000083.

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What is the lexicon’s role in licensing the selection of phonologically-marked structures in Old English verse? Specifically, what is its role in the avoidance of certain nominal compounds in verse, even though the same compounds are used apparently freely in prose (Terasawa 1994)? Using a simulation of the Old English lexicon, we offer a statistical analysis of the poetic use of nominal compounds compared to the availability of relevant prosodic structures in the ambient language. In the process, we unify Terasawa’s separate constraints and demonstrate a new way of addressing the complex interplay between Old English prosody and the structure of Old English alliterative meter. Our results endorse Terasawa’s position: We find that the dispreference for nominal compounds of the XX-LX type is a general but noncategorical property of Old English. We attribute their highly restricted usage in verse to the demands of poetic diction and their incompatibility with the metrical templates that scops and scribes replicate. Additionally, while syllable weight factors into metrical organization, it does so less for stress placement, which remains morphologically grounded; this asymmetry in the ranking value of weight between poetry and prose is considered briefly in the context of the Old English monastic scribal training.

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Querido, Andreia, Rita Carvalho, João Rodrigues, Marcos Garcia, João Silva, Catarina Correia, Nuno Rendeiro, Rita Valadas Pereira, Marisa Campos, and António Branco. "LX-LR4DistSemEval: a collection of language resources for the evaluation of distributional semantic models of Portuguese." Revista da Associação Portuguesa de Linguística, no. 3 (September 29, 2017): 265–83. http://dx.doi.org/10.26334/2183-9077/rapln3ano2017a15.

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In this paper we describe a collection of publicly available data sets for Portuguese that are suitable for the evaluation of distributional semantics models in lexical similarity tasks and in conceptual categorization tasks. These data sets were adapted from English gold-standard test sets, allowing any Portuguese distributional semantics model to be evaluated and also to be compared to mainstream results that have been obtained for this language. We also present an online service that showcases some functionalities of the distributional semantics models.

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Kouwenhoven, Huib, Mirjam Ernestus, and Margot van Mulken. "Communication strategy used by Spanish speakers of English in formal and informal speech." International Journal of Bilingualism 22, no. 3 (October 16, 2016): 285–304. http://dx.doi.org/10.1177/1367006916672946.

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Research questions: Are emergent bilinguals sensitive to register variation in their use of communication strategies? What strategies do LX speakers, in casu Spanish speakers of English, use as a function of situational context? What role do individual differences play? Methodology: This within-speaker study compares Spanish second-language English speakers’ communication strategy use in an informal, peer-to-peer conversation and a formal interview. Data and analysis: The 15 hours of informal and 9.5 hours of formal speech from the Nijmegen Corpus of Spanish English were coded for 19 different communication strategies. Findings/conclusions: Overall, speakers prefer self-reliant strategies, which allow them to continue communication without their interlocutor’s help. Of the self-reliant strategies, least effort strategies such as code-switching are used more often in informal speech, whereas relatively more effortful strategies (e.g. reformulations) are used more in informal speech, when the need to be unambiguously understood is felt as more important. Individual differences played a role: some speakers were more affected by a change in formality than others. Originality: Sensitivity to register variation has not yet been studied within communicative strategy use. Implications: General principles of communication govern speakers’ strategy selection, notably the protection of positive face and the least effort and cooperative principles.

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Dewaele, Jean-Marc. "Thirty shades of offensiveness: L1 and LX English users’ understanding, perception and self-reported use of negative emotion-laden words." Journal of Pragmatics 94 (March 2016): 112–27. http://dx.doi.org/10.1016/j.pragma.2016.01.009.

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George, Coulter H. "The Brill Dictionary of Ancient Greek. By Franco Montanari. English edition edited by Madeleine Goh and Chad Schroeder. Leiden, The Netherlands: Brill, 2015. Pp. lx + 2431. $125.00." Religious Studies Review 45, no. 1 (March 2019): 68. http://dx.doi.org/10.1111/rsr.13840.

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Feng, Yang, and Yanan Yu. "Construction and Application Practice of the Digital Platform for Red Education of the Young Pioneers of China." World Journal of Educational Research 9, no. 6 (November 24, 2022): p41. http://dx.doi.org/10.22158/wjer.v9n6p41.

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The survey found that there is a shortage of red education and extracurricular reading among Chinese primary school students, who play video games and watch cartoons more than watch red inspirational books and movies outside of class, and lack ambitious ideals and learning motivation. To improve this situation, the research group built a digital platform for red education for Chinese children and youth and conducted a one-semester after-school reading comparison experiment among 427 elementary school students in Hangzhou LX Primary School. The post-experimental measurement found that the students in the experimental group enjoyed the “read red books + watch red movies” activity for one hour a day, and their reading time and quantity of red books/films increased significantly, their time spent playing video games and watching cartoons decreased by 46% per day, and their knowledge of Chinese revolutionary history and socialist core values, patriotic consciousness, ideal beliefs, and enthusiasm for learning also improved. Their knowledge of Chinese revolutionary history and core socialist values, patriotic consciousness, ideal beliefs, and enthusiasm for learning have also been greatly improved, and their total scores in the final exams of four courses, namely Chinese, mathematics, moral character, and English, have increased by 12% compared with those before the experiment. In contrast, in the control group, which did not carry out the reading activity and maintained the original learning and living condition, the above post-test indicators did not change significantly from the pre-test. Therefore, the experiment shows that this digital reading model has a positive effect on the cultivation of qualified communist successors, and provides experience and reference for the cultivation and education of Chinese elementary school students.

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Macgregor, Laura. "ENGLISH AND EUROPEAN PERSPECTIVES ON CONTRACT AND COMMERCIAL LAW. ESSAYS IN HONOUR OF HUGH BEALE. Eds Louise Gullifer and Stefan Vogenauer Oxford: Hart Publishing Ltd (www.hartpub.co.uk), 2014. lx+498 pp. ISBN 9781849465496. £65." Edinburgh Law Review 19, no. 3 (September 2015): 440–42. http://dx.doi.org/10.3366/elr.2015.0314.

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Gullick, Michael. "The Buildwas books. Book production, acquisition and use at an English Cistercian monastery, 1165–c. 1400. By Jennifer M. Sheppard. (Oxford Bibliographical Society Publications, 3rd Ser., 2.) Pp. lx+277 incl. 36 figs. Oxford: Oxford Bibliographical Society, 1997. £36. 0 901420 53 0." Journal of Ecclesiastical History 50, no. 1 (January 1999): 131–77. http://dx.doi.org/10.1017/s002204699837712x.

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Van Tongeren, Mark. "Dörvön Berkh—Four Shagai Bones: Masters of Mongolian Overtone Singing. 2010. Ethnic Series. PAN Records PAN 2100. Recorded and annotated by Johanni Curtet. 11 pp. (booklet) of notes in English + 7 pp. (PDF file) of notes in French. English translation by Andrew Colwell and Johanni Curtet; Mongolian translation by Johanni Curtet and Ts. Otgonbaatar with Lx. Dorjderem. 12 colour photographs. 9-item bibliography. 1 compact disc, 14 tracks (71:31)." Yearbook for Traditional Music 42 (2010): 222. http://dx.doi.org/10.1017/s0740155800012881.

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Meccariello, Chiara. "A NEW GREEK–ENGLISH DICTIONARY - (F.) Montanari The Brill Dictionary of Ancient Greek. Edited by Goh Madeleine and Schroeder Chad. Advisory editors Nagy Gregory and Muellner Leonard. Pp. lx + 2431. Leiden and Boston: Brill, 2015 (originally published as Vocabolario della lingua greca, 1995). Cased, €99, US$125. ISBN: 978-90-04-19318-5." Classical Review 68, no. 2 (May 16, 2018): 559–61. http://dx.doi.org/10.1017/s0009840x18000562.

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Richardson, H. E. "Collected works of Alexander Csoma de Körös. 4 Vols. Edited by J. Terjék. Tibetan-English Dictionary, pp. lx, 351. front. £20.50. - A grammar of the Tibetan language. pp. xvi, 204 + syllabic scheme and Tibetan alphabet, pp. 40. Biographical booklet enclosed, pp. xxxii. £14.50. - Tibetan studies: being a reprint of the articles contributed to the Journal of The Asiatic Society of Bengal and Asiatic Researches, pp. ix, 459. £26.50. - Sanskrit-Tibetan-English vocabulary: being an edition and translation of the Mahāvyutpatti. pp. xxxvii, 390. £22.75. - Budapest, Akadémiai Kiadó, 1984. All 4 Vols., £72.00." Journal of the Royal Asiatic Society of Great Britain & Ireland 117, no. 1 (January 1985): 112–14. http://dx.doi.org/10.1017/s0035869x00155352.

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Jackson, Brian. "The reckoned expense: Edmund Campion and the early English Jesuits: essays in celebration of the first centenary of Campion Hall, Oxford (1896–1996). Edited by T. M. McCoog. Pp xxvi, 337. Woodbridge: Boydell & Brewer. 1996. £39.50. - The Society of Jesus in Ireland, Scotland and England, 1541–1588: ‘our way of proceeding’. By T.M. McCoog. Pp xii, 316, illus. Leiden: E. J. Brill. 1996. £63.25. (Studies in Medieval and Reformation Thought LX)." Irish Historical Studies 31, no. 124 (November 1999): 586–88. http://dx.doi.org/10.1017/s0021121400014577.

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Sulis, Giulia. "Exploring learner engagement with languages (LX) within and beyond the English classroom." Language Teaching Research, December 19, 2023. http://dx.doi.org/10.1177/13621688231216869.

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Given the complex language repertoire of a large number of students within Austrian schools, particularly in lower secondary schools, it would be critically important to understand their practices, attitudes, and beliefs towards the multiple languages they encounter in their different areas of life. In this study I redefine and expand on the construct of engagement with language to incorporate an investigation of the different languages (hereafter LX) that learners come into contact with in and outside of school. I propose the construct of ‘engagement with LX’ to depict how learners utilize, reflect on, and relate to the LX in their repertoires in all contexts of their lives, including English as a language of formal foreign language instruction. Participants in this study were nine learners from the same English class in an Austrian middle school. Data for this study were collected using a biodata questionnaire, classroom observations, video-audio recordings of the lesson, and semi-structured interviews. Findings revealed the complexity of learners’ multilingual lives within and beyond the classroom, as well as the interconnections between these domains. Findings have also shed light on the ways learners’ engagement with LX beyond the classroom can support their learning in the English classroom, and the kind of affordances for language learning they perceive across their multiple contexts. The study also offers practical implications in terms of how teachers can engage with learners’ whole LX repertoire to support their learning process.

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Verkerk, Leila, Janet M. Fuller, Mike Huiskes, and Anja Schüppert. "‘My recovery is in English’: Clients' language choices in multilingual psychotherapy." Counselling and Psychotherapy Research, May 7, 2024. http://dx.doi.org/10.1002/capr.12769.

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AbstractBackgroundPsychotherapy is constituted through language. Due to voluntary migration or forced mobility, many people do not have access to therapy in their first language (L1). How multilingual clients manage their languages in therapy is an issue many therapists need to address in their practice. Psychotherapy is about trauma, emotions and identity, and when a multilingual client chooses a particular language, it may influence their emotional expression, cause a cultural misunderstanding, and a distorted presentation of who they are.AimsIn this study, we investigated how clients perceive psychotherapy in a foreign language (LX). We also aimed to provide psychotherapists with more insights into the effect of language choices on the course and outcome of therapy.MethodsWe conducted 30 semi‐structured interviews with multilingual clients who had experience with therapy in LX. The data were analysed using thematic analysis.FindingsThe data revealed that there is not one correlation between language and emotion, and that different backgrounds may lead to different preferences for the language of therapy; for some, LX may be preferred because it provides emotional distance necessary for discussing past trauma; for others, LX feels inadequate for expressing themselves fully.ConclusionsOur data suggest that there is a need for multilingual psychotherapists to learn more about their clients' linguistic and cultural profiles and how they play a role in emotion communication to facilitate a smoother therapeutic process and a more beneficial outcome.

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Dryden, Stephanie, and Sender Dovchin. "Accentism: English LX users of migrant background in Australia." Journal of Multilingual and Multicultural Development, September 23, 2021, 1–13. http://dx.doi.org/10.1080/01434632.2021.1980573.

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Toivo, Wilhelmiina, Christoph Scheepers, and Jean-Marc DeWaele. "RER-LX: A new scale to measure reduced emotional resonance in bilinguals’ later learnt language." Bilingualism: Language and Cognition, October 9, 2023, 1–13. http://dx.doi.org/10.1017/s1366728923000561.

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Abstract In two online survey studies (N = 688 and N = 247, respectively) we developed and validated a new psychometric scale for measuring emotional resonance reduction in bilinguals’ LX (“later learnt language”) relative to their L1 (“first language”). The final scale, dubbed RER-LX (for Reduced Emotional Resonance in LX), comprises 15 items and possesses a number of desirable psychometric properties. It yields good test reliability (expected alpha between 0.8 and 0.9), produces near-normally distributed test scores, and exhibits content validity in terms of its underlying factor structure. Moreover, it correlates well with the only other instrument previously used for the same purpose (BEQ subscale comprising BEQ-swearing, BEQ-feelings and BEQ-anger). However, compared to the BEQ items, RER-LX has significantly better discriminant validity in relation to LexTALE, a widely used measure of proficiency in English as a second language. Our new scale will be useful to researchers studying bilingualism and emotion.

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Hayes-Harb, Rachel, Shannon L. Barrios, and Alayo Tripp. "Whose input matters?" Journal of Second Language Pronunciation, March 7, 2023. http://dx.doi.org/10.1075/jslp.21050.hay.

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Abstract Input is a necessary condition for language acquisition. In the language classroom, input may come from a variety of sources, including the teacher and student peers. Here we ask whether adult Lx learners are sensitive to the social roles of teachers and students such that they exhibit a preference for input from the teacher. We conducted an experiment wherein adult English speakers heard words in an artificial language. During an exposure phase, in one condition a “teacher” produced words with 25 ms of VOT on initial stop segments and a “student” produced the same words with 125 msec of VOT; in another condition the VOT durations were reversed. At test, participants judged productions by a different “student” and demonstrated a preference for the productions that matched the VOT durations of the teacher during exposure, providing evidence for an influence of social factors in differentiating input in Lx acquisition.

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Dewaele, Jean‐Marc, Irini Mavrou, Andreas Kyriakou, and Pernelle Lorette. "The role of language and emotional intelligence in judgments of real‐life social and moral transgressions among Greek, Hungarian, and British users of English." Journal of Behavioral Decision Making, October 9, 2023. http://dx.doi.org/10.1002/bdm.2356.

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AbstractPrevious research suggests that people are more prone to commit moral transgressions when they face moral dilemmas in a second language (LX) as opposed to their first language(s) (L1). This study investigated the influence of language, emotional intelligence, and the degree of severity of real moral transgressions on bilinguals' judgments of offense seriousness, the intensity of the emotions they experienced, and the punishments they proposed for the perpetrators. To this end, 256 British L1 users, 209 Greek–English bilinguals, and 187 Hungarian–English bilinguals watched four videos presenting moral transgressions of mild and extreme severity. Data were analyzed by means of robust linear mixed‐effects models and moderated mediation analyses. For the extreme severity videos, the results revealed strong correlations between offensiveness, emotionality ratings, and proposed punishments for the perpetrators. However, the Greek and the Hungarian participants who watched the videos in their LX English reported lower offensiveness and emotionality ratings and less harsh punishments for the perpetrators than they did in their L1 (Greek and Hungarian, respectively). Furthermore, the role of language in the proposed punishments for the perpetrators was mediated by emotional intensity, but only for the extreme severity stimuli. The results also suggest that higher levels of emotional intelligence are linked with tougher judgments of offense seriousness and stronger emotions when watching real moral transgressions. These findings highlight that the moral foreign language effect does not only exist in the hypothetical moral realm but affects perceptions of offensiveness and emotionality and decisions for the future of perpetrators in real‐life situations.

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Caprario, Marcella. "ELF Communication Strategies: A Pedagogical Intervention Pilot Study." TESOL Quarterly, February 7, 2024. http://dx.doi.org/10.1002/tesq.3309.

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AbstractThis study investigated the feasibility and effectiveness of ELF communication strategy instruction for university students’ communicative competence. Conceptual studies on ELF‐informed pedagogy stress the importance of teaching strategies, which promote mutual understanding and positive relationships, but few empirical pedagogical studies exist. This gap seriously hinders efforts to develop more inclusive English language and intercultural communication teaching practices that meet real‐world communication needs. In response, this pilot study developed and tested the effectiveness of instructional materials and assessment instruments for teaching ELF communication strategies. These materials were pilot tested with 26 L1 and LX English speaking participants. The two assessments resulted in statistically significant improvements from pre‐ to posttest with small effect sizes. Participant opinion survey responses were overwhelmingly positive. Based on these encouraging preliminary results, follow‐up pedagogical studies should expand on this pilot study to yield a more comprehensive understanding of ELF communication strategy instruction.

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Beaulieu, Suzie, Kristin Reinke, Adéla Šebková, and Leif Michael French. "I hear you, I see you, I know who you are." Journal of Second Language Pronunciation, September 6, 2022. http://dx.doi.org/10.1075/jslp.21033.bea.

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Abstract The present study investigated the attitudes of long-time residents of Quebec City towards French Lx economic immigrants settling into their community. We evaluated the speech of four linguistic groups (English, Spanish, Mandarin and Farsi) using the verbal-guise methodology. Listeners were presented with 10 audio-only stimuli (1 male and 1 female speakers from each group and 2 distractors) and 10 combined audio-visual stimuli (1 male and 1 female Quebec French speakers associated with photographs from our target language groups). After hearing each excerpt, listeners rated the speakers on their perceived characteristics. Results showed that the combined stimuli were evaluated more favorably than the audio-only stimuli. We also found that female voices were significantly better evaluated than those of men. Last, listeners showed preferences towards Spanish and Farsi groups over English and Mandarin, and specifically towards female voices. The evaluations thus seem to reflect past and present stereotypes circulating in the community.

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Lau, Sunny Man Chu, Caroline Dault, and Sarah Théberge. "Plurilingual Chinese learners of French Lx: agentic assembling of semiotic resources for learning." Educational Linguistics, April 5, 2023. http://dx.doi.org/10.1515/eduling-2022-0015.

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Abstract This paper reports an interview study with Chinese international students in an Anglophone university in Quebec, Canada, exploring their use of language and cross-language learning strategies to support their learning of French Lx (third language and beyond). Drawing on plurilingualism, Dynamic Model of Multilingualism, and language learning strategies, this article examines how Chinese learners made dynamic, creative, and, at times, unexpected links among Chinese and other additional languages and mobilized previous learning and professional experience to strategically enhance their French language learning. As a logographic language, Chinese is typologically distant from Latin-based languages. The focal participants, however, generated multilingual, multidirectional, and multimodal connections among the languages they knew. Their agentic assemblage of communicative repertoires for language learning contests the abyssal thinking behind the deficit-oriented label of “allophones” (those whose mother tongue is neither French nor English) that is used widely in the country. The study urges teachers and researchers to rethink language pedagogies that respond to and take full advantage of these student-directed strategies for better learning. Particularly, the paper argues for greater attention to students of non-alphabetic language backgrounds to recognize and co-learn with them about these self-initiated plurilingual strategies in order to build on their metalinguistic resources and create equitable classroom spaces for more effective teaching and learning.

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Lorette, Pernelle, and Jean-Marc Dewaele. "Interpersonal perception of emotional intensity by English first (L1) and foreign (LX) language users in audio(visual) communication." International Journal of Multilingualism, November 14, 2022, 1–18. http://dx.doi.org/10.1080/14790718.2022.2144326.

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Lau, Sunny Man Chu, Sarah Théberge, and Caroline Dault. "University researcher-instructor partnership: Co-learning of trans/plurilingual pedagogies for critical language awareness in French L2/Lx classrooms." Educational Linguistics, December 12, 2023. http://dx.doi.org/10.1515/eduling-2023-0018.

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Abstract Drawing on trans/plurilingual approaches, this paper describes a collaborative action research project between an education researcher and two university instructors of French as a second or other language (L2/Lx) in Quebec, Canada to explore holistic and dynamic ways of L2/Lx education for critical language and cultural awareness. Valuing research as praxis, we examine our three-year interdisciplinary collaboration processes, describing how our various research expertise and theoretical orientations as well as our language learning and professional experiences shaped and facilitated our research partnership. Through vignettes from our professional learning community, we each articulate in our own voice the co-learning processes with one another and with students. Using the lenses of co-stance, co-designs, and co-shifts (Tian and Shepard-Carey 2020. (Re)imagining the future of translanguaging pedagogies in TESOL through teacher–researcher collaboration. Tesol Quarterly 54(4). 1131–1143), we captured moments of our emerging nuanced understanding of what and how trans/plurilingual practices supported more in-depth French learning and critical language awareness. As we translanguaged using a mix of English, French, and other languages, we also found ourselves constantly re/trans-languaging our disciplinary expertise and theoretical framings to negotiate our co-stances and practices. Through these transknowledging processes (Heugh 2021. Southern multilingualisms, translanguaging and transknowledging in inclusive and sustainable education. In Philip Harding-Esch & Hywel Coleman (eds.), Language and the sustainable development goals: Selected proceedings of the 12th Language and Development Conference, 37–47. Dakar, Senegal: British Council), we engaged in translingual reflexivity and expanded each other’s fields of vision, supporting more critical reflections and careful listening for transformative change.

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Dewaele, Jean-Marc, Sarah Mercer, Kyle Talbot, and Max von Blanckenburg. "Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English?" European Journal of Applied Linguistics, February 29, 2020. http://dx.doi.org/10.1515/eujal-2019-0030.

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Kim, Eunsoo, Sujin Park, Soojin Kim, Yeji Choi, Jae Hyoung Cho, and Geonwoo Kim. "Is altitude a determinant of the health benefits of nature exposure? A systematic review and meta-analysis." Frontiers in Public Health 10 (November 25, 2022). http://dx.doi.org/10.3389/fpubh.2022.1021618.

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IntroductionNature exposure is a widely accepted option for promoting public health owing to the recent surge of scientific evidence. However, the actual settings to facilitate this initiative is yet to be extensively reviewed. In this systematic review, we have aimed to provide an up-to-date summary of interventional studies investigating the psycho-physiological effects of forests and urban forests, including details on their physical settings, and investigate an effect-modifying role of altitude and summarize data on the magnitude and shape of the association.MethodsA keyword search using five electronic academic databases (PubMed, Embase, PsycINFO, Web of Science, and Scopus) was conducted to identify relevant articles published in English from the inception year to the end of February 2022. The methodological quality was evaluated using the ROBINS-I or ROB2 tool, depending on the study design. Meta-regression and random effects model were jointly used to examine the relationship between altitude and health outcomes.ResultsWe included 27 eligible studies and 31 cases extracted from 19 studies were used for the meta-analysis. In the meta-regression, we observed a non-linear association between altitude and psycho-physiological effects. Altitude had a positive quadratic association with anxiety (p < 0.000, adjusted R2 = 96.79%), depression (p < 0.000, adjusted R2 = 98.78%), and fatigue (p < 0.000, adjusted R2 = 64.74%) alleviating effects. Conversely, altitude demonstrated a negative non-linear association with the blood pressure-lowering effect (p = 0.009, adjusted R2 = 32.83%). Additionally, the thermal index (THI) and illuminance (lx) levels were significantly associated with effect sizes of psychological restoration.DiscussionThis review provides moderate-certainty evidence for an effect-modifying role of altitude. The meta-regression results suggested the optimal and minimal altitude ranges for psychological restoration and physiological relaxation, respectively. Despite some limitations, the study findings provide a significant basis for utilizing altitude, which is easily accessible and simple, to promote the health benefits of nature-based initiatives.Systematic review registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022310894, identifier: CRD42022310894.

Journal articles on the topic 'LX English'

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