Emotion and identity in second language learning
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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…mehr

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Produktbeschreibung
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.
Autorenporträt
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.