The emotional weight of I love you in multilinguals' languages

By Jean–Marc Dewaele. 2008

248 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/28c248befb887ce94a2c1ee470569e9b8f34c37a

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In Experimental and Cognitive Psychology

In Language and Linguistics

In Social Psychology

Citations in the corpus

Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety among Adult Multilinguals: A Review and Empirical Investigation (2008, background): “Context of acquisition emerged as a significant independent variable in a number of previous studies on emotion and bilingualism (Dewaele, 2004a, 2004b, 2005b, 2006, 2007a, 2007c, 2008).”
The use of web questionnaires in second language acquisition and bilingualism research (2010, background): “The resulting database is extremely rich and provided empirical data for a good number of publications (Dewaele, 2004a; 2004b; 2005a; 2005b; 2006a; 2006b; 2007a; 2007b; 2007c; 2008; Dewaele et al., 2008; Pavlenko, 2004; 2005; 2006).”
On emotions in foreign language learning and use (2015, background): “An analysis of individual variation in perceived emotional force of swearwords in the multilinguals’ different languages and the perceived emotional weight of the phrase “I love you” revealed similar patterns (Dewaele, 2008, 2013).”
The representation of emotion vs. emotion-laden words in English and Spanish in the Affective Simon Task (2011, background): “…wherein words in L1 produced stronger effects than in L2; and questionnaire and survey data wherein participants reported that the pragmatic usage of language more often included the use of L1 for emotional contexts, themes, and topics than L2 for those very same categories (Dewaele, 2006, 2008).”
Memory for emotional words in bilinguals: Do words have the same emotional intensity in the first and in the second language? (2010, methodology): “In addition, participants who started COGNITION AND EMOTION, 2010, 24 (5) 761 learning languages other than L1 at a younger age, and who were more proficient in those languages also showed higher scores in perception of the emotional intensity of taboo, swearwords (Dewaele, 2004a, 2004b) and of the ”
Reflections on the emotional and psychological aspects of foreign language learning and use (2011, background): “…combined with non-threatening techniques create a positive language learning experience, support and promote group solidarity and lower levels of foreign language anxiety in the classroom (Arnold 1999; Arnold and Fonseca 2007; Dörnyei 2001; Ewald 2007; Williams, Burden, Poulet and Maun 2004).”