114 research outputs found
sj-docx-1-ijb-10.1177_13670069221134193 – Supplemental material for Moral judgements in a foreign language: Expressing emotions and justifying decisions
No full textSupplemental material, sj-docx-1-ijb-10.1177_13670069221134193 for Moral judgements in a foreign language: Expressing emotions and justifying decisions by Andreas Kyriakou, Alice Foucart and Irini Mavrou in International Journal of Bilingualism</p
Seething with rage: Affective vocabulary of anger in autobiographical memories of Spanish-German bilinguals
No full textLa incidencia del tipo de ejercicio y de la capacidad de la memoria operativa en el aprendizaje de las construcciones con verbo de apoyo en español como segunda lengua
Get PDFThere is a growing body of evidence that Spanish as a second language (SL2) learners are benefited from the mastery of formulaic language, and that collocations and other lexical chunks pose a special challenge for them. The so-called support verb constructions (SVA) represent a substantial group within collocations in Spanish. These constructions can be taught through several types of exercises: those that require the learner to match verbs with nouns and those that provide the learner with the intact collocation, among others. In this study, we intend to test both types of instruction in a group of 55 SL2 learners. Results did not reveal differences between the two types of instruction and both exercises provoked cross associations. Furthermore, we observed that high working memory capacity participants were benefited to a greater extent from the type of instruction based on matching verbs and nouns.Existe una creciente evidencia de que los aprendices de español como segunda lengua (EL2) se benefician del dominio de la lengua formulaica y de que las colocaciones y otros bloques léxicos suponen un reto para ellos. Un número elevado de las colocaciones en español está representado por las llamadas construcciones con verbo de apoyo. Dichas construcciones se pueden enseñar mediante varios tipos de ejercicios, entre otros, ejercicios en los que el estudiante debe ensamblar la colocación o ejercicios que presentan la colocación intacta. El presente estudio puso a prueba ambos tipos de ejercicios para la enseñanza de las colocaciones con verbo de apoyo en un grupo de 55 aprendices de EL2. Los resultados no revelaron diferencias entre los dos tipos de instrucción y en ambos tipos de ejercicios se dieron asociaciones cruzadas. Además, se observó que los participantes con una mayor capacidad de memoria operativa se beneficiaron en mayor medida por la instrucción basada en ejercicios en los que tenían que ensamblar la colocación
Memoria operativa y expresión escrita: un área de investigación pendiente en el campo de la Adquisición de Segundas Lenguas
Get PDFThe aim of this article is to highlight the close link between working memory
and written expression. After presenting several of the main theoretical and empirical contributions concerning the effects of working memory on the process of L1 written composition, attempts are made to identify the factors which may have contributed to the shortage of current research and references on this topic from the perspective of Applied Linguistics and Second Language Acquisition.El objetivo de este artículo es poner de relieve la estrecha relación entre la memoria
operativa y la expresión escrita. Después de presentar algunas de las principales aportaciones, a nivel teórico y empírico, sobre la implicación de este mecanismo en los procesos de producción escrita en la lengua materna (LM/L1), se centra el interés en el ámbito de la Lingüística Aplicada a la enseñanza de segundas lenguas y se consideran los factores que podrían haber contribuido a la escasez de investigaciones y referentes actuales sobre el tema
La influencia de la manipulación del tiempo en la complejidad, corrección y fluidez lingüísticas de tareas escritas en lengua extranjera
Get PDFThe purpose of this study was twofold: first, to examine the impact of manipulating the time allowed for the completion of two written tasks on the linguistic complexity, accuracy and fluency of 65 Greek learners of Spanish as a foreign language; and, second, to examine potential differences between native and non-native speakers’ performances in terms of syntactic complexity and fluency. The findings led to the conclusion that providing students with sufficient time to engage in text production can foster syntactic complexity and fluency, but may not be conducive to greater linguistic accuracy. Moreover, it was found that native speakers seem to produce more fluent and syntactically elaborated texts. This result could be partly attributed to the wide range of vocabulary that native speakers have at their disposal, as well as to the implicit knowledge of their mother tongue, which ensure faster and more accurate knowledge access and retrieval processes
Cross-cultural expression and perception of shame and guilt in written text: A comparison of L1- and L2-Spanish and Dutch speakers
No full textIn this two-part study, we investigate cross-cultural effects in the expression and perception of SHAME and GUILT in texts about social transgressions. SHAME and GUILT are prone to vary between cultures given their inherent social nature. In Study 1, monolingual Dutch and Spanish authors wrote a text in their respective first languages (L1) about a personal wrongdoing in which others were involved. They subsequently self-annotated their texts by indicating the dominant emotion, the number of words and sentences reflecting each emotion, and the emotions’ intensity. These measures were expected to vary between participants belonging to collectivistic (Spanish) and individualistic (Dutch) cultures. In Study 2, bilingual Spanish and Dutch readers similarly annotated texts in both languages, allowing for cross-cultural comparisons of author- and reader-annotations. Individualistic L1-Dutch authors reported more intense GUILT experiences, but collectivistic L1-Spanish authors did not report more intense SHAME. The results provide only partial support for an in-group advantage. For example, same-L1 readers and authors agreed more on emotion intensity, and text elements expressing GUILT. However, for SHAME, agreement was higher among different-L1 readers and authors. Finally, our findings show some in-group advantages for same-L1 speakers. They are partly consistent with previous work showing that individualistic cultures focus on GUILT, but not with the idea that collectivistic cultures focus more on SHAME or that there is a general in-group advantage for emotion detection
Working memory, executive functions, and emotional intelligence in second language writing
Get PDFThe current study employed an audiovisual blended-emotion stimulus to explore whether particular aspects of working memory (WM) and trait emotional intelligence (TEI) are significant determinants of linguistic complexity, accuracy, and fluency in second language (L2) writing. Fifty-nine L2 learners of Spanish completed a visuospatial WM task, four executive functioning tasks assessing inhibition, shifting, and updating abilities, a self-reported measure of TEI, and a writing task based on an animated short film that required participants to describe the plot of the film and express how they felt about it. Classical and Bayesian statistical methods were used to analyse the data. Updating ability proved to be the best variable to predict both subordination density and linguistic accuracy in L2 writing. Individual differences in controlled search and retrieval processes seem to account for these results. On the other hand, TEI was not linked to any of the L2 writing performance measures but did correlate negatively with updating ability. Furthermore, a trade-off was observed between fluency and lexical complexity, suggesting that paying attention to lexical choices to convey (emotional) meaning might slow down production speed
Análisis factorial exploratorio: Cuestiones conceptuales y metodológicas
Get PDFThe purpose of this article is to provide an overview of several important contributions regarding Exploratory Factor Analysis (EFA). After briefly addressing the differences between the two main methods of EFA, i.e. Principal Component Analysis and Common Factor Analysis, the standards that have to be met for its implementation, as well as certain methods of factor extraction and rotation are discussed in detail. Furthermore, the criteria for defining the number of factors to retain when conducting EFA are presented and some guidelines for evaluating the significance of factor loadings based on the sample size are offered.El objetivo de este artículo es revisar las aportaciones de varios especialistas sobre la técnica multivariante del Análisis Factorial Exploratorio. En primer lugar, se discuten las diferencias entre los dos principales métodos del AFE, el Análisis de Componentes Principales y el Análisis Factorial Común. A continuación, se presentan los estándares que deben cumplirse para su aplicación, así como ciertos métodos de extracción y de rotación de los factores. Finalmente, se comentan algunos criterios para la determinación de los factores que van a ser retenidos y se proporcionan algunas directrices para la evaluación de la significancia de las cargas factoriales en función del tamaño muestral
Working memory and written expression: A neglected research area in the field of Second Language Acquisition
Get PDFEl objetivo de este artículo es poner de relieve la estrecha relación entre la memoria
operativa y la expresión escrita. Después de presentar algunas de las principales aportaciones,
a nivel teórico y empírico, sobre la implicación de este mecanismo en los procesos
de producción escrita en la lengua materna (LM/L1), se centra el interés en el ámbito de la
Lingüística Aplicada a la enseñanza de segundas lenguas y se consideran los factores que
podrían haber contribuido a la escasez de investigaciones y referentes actuales sobre el tema.The aim of this article is to highlight the close link between working memory
and written expression. After presenting several of the main theoretical and empirical contributions
concerning the effects of working memory on the process of L1 written composition,
attempts are made to identify the factors which may have contributed to the shortage of
current research and references on this topic from the perspective of Applied Linguistics and
Second Language Acquisition
Memoria operativa y trade-offs entre los constructos de complejidad, precisión y fluidez
Get PDFEl objetivo del presente estudio fue determinar en qué medida las dimensiones lingüísticas de complejidad, precisión y fluidez (CAF) entran en competición [trade-offs] durante la realización de tareas escritas en lengua extranjera que presentan diferentes grados de complejidad cognitiva. Asimismo, se persiguió examinar hasta qué punto la memoria operativa constituye un factor determinante de los posibles patrones de trade-off. Sesenta y cinco hablantes nativos de griego, aprendientes de español como lengua extranjera, llevaron a cabo dos tareas escritas y sus textos se evaluaron a partir de un total de quince medidas lingüísticas de CAF. El tratamiento estadístico de los datos se hizo mediante el Análisis Factorial Común y coeficientes de correlación. En líneas generales, los resultados no revelaron trade-offs entre las dimensiones lingüísticas de CAF. Solo se detectó un patrón consistente de trade-off entre la fluidez y la longitud promedio de las cláusulas en ambas tareas escritas, que fue más evidente para aquellos aprendientes con una baja capacidad de memoria operativa
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