Expressing emotionA pragmatic analysis of L1 German and L1 Brazilian Portuguese English as a lingua franca users

  1. Eva M. Mestre-Mestre 1
  2. María Belén Díez-Bedmar 2
  1. 1 Universidad Politécnica de Valencia
    info

    Universidad Politécnica de Valencia

    Valencia, España

    ROR https://ror.org/01460j859

  2. 2 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revista:
Revista española de lingüística aplicada

ISSN: 0213-2028

Año de publicación: 2022

Volumen: 35

Número: 2

Páginas: 675-705

Tipo: Artículo

DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Revista española de lingüística aplicada

Resumen

The acquisition of pragmatic competence, namely, the capability to ‘produce and comprehend […] discourse that is adequate to the L2 socio-cultural context’ (Istvan Kecskes, 2013, p. 64) is a major challenge for learners with a medium-to-advanced level of language proficiency, and a main concern for teachers. To study it, two approaches exist: the ethnopragmatic perspective (Anna Wierzbicka, 2004) and the intercultural pragmatics perspective (Laura Maguire & Jesús Romero-Trillo, 2013). Because of its complexity, the study of emotions is core in pragmatic competence acquisition. This paper explores the way English as a lingua franca (ELF) users with different L1s express their emotions, as compiled in the Corpus of Language and Nature (Romero-Trillo et al., 2013). To do so, 115 texts from L1 German speakers and 115 texts from L1 Brazilian Portuguese speakers are explored following corpus-based and corpus-driven approaches. The former was conducted by analysing the presence in the subcorpora of the items in two emotion word lexicons. To complement the information obtained, further corpus-based analyses of the use of modals and intensifiers employed by the participants to express emotion were conducted. The corpus-driven approach allowed the manual identification of any linguistic unit employed by ELF users to express emotion which had not been previously considered. The results cast light on the linguistic units that ELF users from the two backgrounds employ to express emotion in the same situations. The findings highlight the differences and similarities in their use of the language as well as the suitability of the lexicons to study emotion in ELF.

Referencias bibliográficas

  • Barnfield, K. & Buchstaller, I. (2010) Intensifiers on Tyneside: Longitudinal developments and new trends. English World-Wide, 31, 252–287. 10.1075/eww.31.3.02bar https://doi.org/10.1075/eww.31.3.02bar
  • Baumgarten, N., & House, J. (2007) Speaker stances in native and non-native English conversation. InJ. ten Thije, & L. Zeevaert (Eds.), Receptive Multilingualism (pp.195–216). Benjamins. 10.1075/hsm.6.12bau https://doi.org/10.1075/hsm.6.12bau
  • Baumgarten, N., & House, J. (2010) I think and I don’t know in English as lingua franca and native English discourse. Journal of Pragmatics, 42(5), 1184–1200. 10.1016/j.pragma.2009.09.018 https://doi.org/10.1016/j.pragma.2009.09.018
  • Callies, M., Díez-Bedmar, M. B., & Zaytseva, E. (2014) Using learner corpora for testing and assessing L2 proficiency. InP. Leclercq, H. Hilton, & A. Edmonds (Eds.), Proficiency assessment measures in SLA research: measures and practices (pp.71–90). Multilingual Matters. 10.21832/9781783092291‑007 https://doi.org/10.21832/9781783092291-007
  • Carrió Pastor, M. L., & Muñiz Calderón, R. (2013) Variation of English business e-mails in Asian countries. Ibérica, 26, 55–769.
  • Chentsova-Dutton, Y., & Lyons, S. H. (2016) Different ways of measuring emotions cross-culturally. InH. L. Meiselman, (Ed.), Emotion measurement (pp.601–628). Woodhead Publishing, Elsevier. 10.1016/B978‑0‑08‑100508‑8.00025‑4 https://doi.org/10.1016/B978-0-08-100508-8.00025-4
  • Council of Europe (2001) The Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.
  • Council of Europe (2018) The Common European Framework of Reference for Languages: Learning, teaching, assessment. Companion Volume with New Descriptors. Council of Europe.
  • Crossley, S. A., Kyle, K., & McNamara, D. S. (2017) Sentiment analysis and social cognition engine (SEANCE): An automatic tool for sentiment, social cognition, and social order analysis. Behavior Research Methods, 49(3), 803–821. 10.3758/s13428‑016‑0743‑z https://doi.org/10.3758/s13428-016-0743-z
  • Dewey, M. (2009) English as a lingua franca: heightened variability and theoretical implications. InA. Mauranen & E. Ranta (Eds.), English as a lingua franca: Studies and findings (pp.60–83). Cambridge Scholars Publishing.
  • Díaz, L., Taulé, M., & Enríquez, N. (2018) Being polite at the railway or bus station: how a role-play can illustrate the differences between study abroad groups vs. heritage students and at home groups of Spanish L2 university learners. InC. Sanz, & A. Morales-Front (Eds), The Routledge handbook of study abroad research and practice (pp.102–118). Routledge.
  • Eelen, G. (2001) A critique of politeness theories. St. Jerome Publishing.
  • Firth, A. (1996) The discursive accomplishment of normality. On “lingua franca” English and Conversation Analysis. Journal of Pragmatics, 26, 237–260. 10.1016/0378‑2166(96)00014‑8 https://doi.org/10.1016/0378-2166(96)00014-8
  • Gawinkowska, M., Paradowski, M. B., & Bilewicz, M. (2013) Second Language as an exemptor from sociocultural norms. Emotion-related language choice revisited. PLoS ONE, 8(12), e81225. 10.1371/journal.pone.0081225 https://doi.org/10.1371/journal.pone.0081225
  • Gladkova, A. & Romero-Trillo, J. (2014) Ain’t it beautiful? The conceptualization of beauty from an ethnopragmatic perspective. Journal of Pragmatics, 60, 140–159. 10.1016/j.pragma.2013.11.005 https://doi.org/10.1016/j.pragma.2013.11.005
  • Goddard, C. (2014) Interjections and emotion with special reference to “surprise” and “disgust”. Emotion Review, 6, 53–63. 10.1177/1754073913491843 https://doi.org/10.1177/1754073913491843
  • Harris, C. L., Gleason, J. B., & Aycicegi, A. (2006) When is a first language more emotional? Psychophysiological evidence from bilingual speakers. InA. Pavlenko (Ed.), Bilingual mind: Emotional experience, expression and representation (pp.257–279). Multilingual Matters. 10.21832/9781853598746‑012 https://doi.org/10.21832/9781853598746-012
  • House, J. (2002) Developing pragmatic competence in English as a lingua franca. In: K. Knapp, & C. Meierkord (Eds.), Lingua franca communication (pp.245–267). Peter Lang.
  • House, J. (2013) Developing pragmatic competence in English as a lingua franca: Using discourse markers to express (inter)subjectivity and connectivity. Journal of Pragmatics, 59(A), 57–67. 10.1016/j.pragma.2013.03.001 https://doi.org/10.1016/j.pragma.2013.03.001
  • Jenkins, J. (2000) The phonology of English as an international language. Oxford University Press.
  • Jenkins, J. (2015) Repositioning English as multilingualism in English as a Lingua Franca. Englishes in Practice2(3), 49–85. 10.1515/eip‑2015‑0003 https://doi.org/10.1515/eip-2015-0003
  • Jenkins, J. (2017) The future of English as a Lingua Franca?InJ. Jenkins, W. Baker, & M. Dewey (Eds.) The Routledge Handbook of English as a Lingua Franca (pp.1–12). Routledge. 10.4324/9781315717173‑48 https://doi.org/10.4324/9781315717173-48
  • Jenkins, J., Cogo, A., & Dewey, M. (2011) Review of developments in research into English as a lingua franca. Language Teaching4(3), 281–315. 10.1017/S0261444811000115 https://doi.org/10.1017/S0261444811000115
  • Jenkins, J., & Seidlhofer, B. (2003) English as a lingua franca and the politics of property. InC. Mair (Ed.), The Politics of English as a World Language (pp.139–154). Rodopi.
  • Kachru, B. (1985) Standards, codification, and sociolinguistic realism: The English language in the outer circle. InR. Quirk, & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and the literature (pp.11–30). Cambridge University Press.
  • Kádár, D., & Haugh, M. (2013) Understanding politeness. Cambridge University Press. 10.1017/CBO9781139382717 https://doi.org/10.1017/CBO9781139382717
  • Kecskes, I. (2007) Formulaic language in English lingua franca. InI. Kecskes, & L. R. Horn (Eds.), Explorations in pragmatics: Linguistic, cognitive and intercultural aspects (pp.191–219). Mouton de Gruyter.
  • Kecskes, I. (2013) Intercultural Pragmatics. Oxford University Press. 10.1093/acprof:oso/9780199892655.001.0001 https://doi.org/10.1093/acprof:oso/9780199892655.001.0001
  • Kecskes, I. (2015) Is the idiom principle blocked in bilingual L2 production?InR. Heredia, & A. Cieslicka (Eds.), Bilingual figurative language processing (pp.28–53). Cambridge University Press. 10.1017/CBO9781139342100.005 https://doi.org/10.1017/CBO9781139342100.005
  • Kecskes, I., & Romero-Trillo, J. (2013) Introduction. InI. Kecskes, & J. Romero-Trillo, (Eds.), Research trends in intercultural pragmatics (pp.1–7). Mouton de Gruyter.
  • Ljosland, R. (2011) English as an academic lingua franca: Language policies and multilingual practices in a Norwegian university. Journal of Pragmatics, 43(4), 991–1004. 10.1016/j.pragma.2010.08.007 https://doi.org/10.1016/j.pragma.2010.08.007
  • Maguire, L., & Romero-Trillo, J. (2013) Context dynamism in classroom discourse. InI. Kecskes, & J. Romero-Trillo (Eds.), Research trends in intercultural pragmatics (pp.145–160). Mouton de Gruyter. 10.1515/9781614513735.145 https://doi.org/10.1515/9781614513735.145
  • Mauranen, A., & Ranta, E. (2009) English as a lingua franca: Studies and findings. Cambridge Scholars Publishing.
  • Mills, S. (2003) Gender and politeness. Cambridge University Press. 10.1017/CBO9780511615238 https://doi.org/10.1017/CBO9780511615238
  • Mohammad, S. (2007) Word affect intensities. arXiv prepint arXiv: 1704.08798
  • Mohammad, S., & Turney, P. (2013) Crowdsourcing a word-emotion association lexicon. Computational Intelligence, 29(3), 436–465. 10.1111/j.1467‑8640.2012.00460.x https://doi.org/10.1111/j.1467-8640.2012.00460.x
  • Moreno-Ortiz, A. (2017) Lingmotif: A user-focused sentiment analysis tool. Procesamiento del Lenguaje Natural, 58, 133–140.
  • Nashaat Sobhy, N. (2018) Language pragmatics in secondary education: A comparison of CLIL and non-CLIL students. Revista Española de Lingüística Aplicada, 31(2), 467–494. 10.1075/resla.16040.nas https://doi.org/10.1075/resla.16040.nas
  • North, B. (2014) The CEFR in practice. Cambridge University Press.
  • Pennebaker, J., & Francis, M. (2001) Linguistic inquiry and word count: LIWC. Lawrence Erlbaum Associates.
  • Prodromou, L. (2003) In search of the successful user of English. How a corpus of non-native speaker language could impact on EFL teaching. Modern English Teacher, 12(2), 5–14.
  • Romero-Trillo, J., Riesco-Bernier, S., Díez-Bedmar, M. B., Pérez-Vidal, M., Gladkova, A., Gerdes, K. E., & Espigares, T. (2013, March14–16). CLAN project: The representation of landscape universals in language [Conference presentation]. International Conference on Corpus Linguistics, Universitat Politècnica de València, Valencia, Spain.
  • Romero-Trillo, J., & Espigares, T. (2012) The cognitive representation of nature in language: A taxonomy. Pragmatics & Cognition, 20(1), 168–185. 10.1075/pc.20.1.07rom https://doi.org/10.1075/pc.20.1.07rom
  • Romero-Trillo, J., & Fuentes, V. (2014) What is pretty cannot be beautiful? A corpus-based analysis of the aesthetics of nature. InJ. Blochowiak, C. Grisot, S. Durrleman-Tame, & C. Laenzlinger (Eds.), Papers dedicated to Jacques Moeschler. (pp.1–19). Université de Genéve.
  • Rose, K. R., & Kasper, G. (2001) Pragmatics in language teaching. Cambridge University Press. 10.1017/CBO9781139524797 https://doi.org/10.1017/CBO9781139524797
  • Seidlhofer, B. (2001) Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133–158. 10.1111/1473‑4192.00011 https://doi.org/10.1111/1473-4192.00011
  • Seidlhofer, B. (2009) Orientations in ELF research. Form and function. InA. Mauranen, & E. Ranta (Eds.), English as a lingua franca. Studies and findings (pp.37–59). Cambridge Scholars Publishing.
  • Seidlhofer, B. (2011) Understanding English as a lingua franca. Oxford University Press.
  • Tagliamonte, S. (2008) So different and pretty cool! Recycling intensifiers in Toronto, Canada. English Language and Linguistics, 12, 361–394. 10.1017/S1360674308002669 https://doi.org/10.1017/S1360674308002669
  • Taguchi, N., & Ishihara, N. (2018) The pragmatics of English as a lingua franca: Research and pedagogy in the era of globalization. Annual Review of Applied Linguistics, 37, 80–101. 10.1017/S0267190518000028 https://doi.org/10.1017/S0267190518000028
  • Thomas, J. (1983) Cross-cultural pragmatic failure. Applied Linguistics, 4, 91–112. 10.1093/applin/4.2.91 https://doi.org/10.1093/applin/4.2.91
  • Tognini-Bonelli, E. (2001) Corpus linguistics at work. John Benjamins. 10.1075/scl.6 https://doi.org/10.1075/scl.6
  • Watts, R. J. (2003) Politeness. Cambridge University Press. 10.1017/CBO9780511615184 https://doi.org/10.1017/CBO9780511615184
  • Wierzbicka, A. (2004) Preface: Bilingual Lives, Bilingual Experience. Journal of Multilingual and Multicultural Development, 25(2–3), 94–104. 10.1080/01434630408666523 https://doi.org/10.1080/01434630408666523
Fuente de los datos: Dialnet