ERIC Number: EJ1363458
Record Type: Journal
Publication Date: 2022
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1367-0050
EISSN: EISSN-1747-7522
Emotionality Ratings and Electrodermal Responses to University-Related Expressions in a Native and a Non-Native Language
Vanek, Norbert; Tovalovich, Artem
International Journal of Bilingual Education and Bilingualism, v25 n8 p2817-2833 2022
To what extent does emotional reactivity differ when bilinguals process input in their native (L1) or non-native language (L2)? Does the L1 elicit a significantly stronger emotional arousal or can salient second language experience generate comparably strong associations between emotions and the L2? These questions were addressed through two measures of emotional arousal, (online) skin conductance responses (SCR) and (offline) emotionality ratings. Russian-English late bilinguals, UK university students, were presented different types of university-related expressions in English and Russian. The vocabulary types were university-related emotionally-laden expressions ('???????'/'Plagiarism') and neutral words ('????'/'Circle'). Two main results emerged. First, in L1, SCRs showed a significantly increased electro-dermal activity when participants reacted to university-related words. Emotionality ratings showed contrasts based on stimulus type in both languages. These results indicate that university-related words qualify as a category of emotionally charged expressions. Second, between-language tests showed that electrodermal reactivity was not more reduced in L2 than in L1, which was also mirrored in emotionality ratings. These findings are located within the existing empirical context, and alternative interpretations are provided to further our understanding of how an emotionally salient L2 context contributes to shifts from mother tongue dominance to an increased emotional power of the second language.
Descriptors: Physiology, Vocabulary Development, Plagiarism, Russian, English (Second Language), Second Language Learning, Second Language Instruction, Emotional Response, Linguistic Input, Bilingualism, Language Processing, Universities, Undergraduate Students, Student Attitudes, Foreign Countries, Native Language, Context Effect, Measurement, Computer Assisted Testing, Foreign Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A