Emotions and Multilingualism

By Aneta Pavlenko. 2005

651 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/3e20b5963b22d1b77560e17eae1a94d0ed9428bb

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Citations in the corpus

On emotions in foreign language learning and use (2015, background): “This lead to many publications, including chapters in an edited book (Pavlenko, 2006) and two monographs: Pavlenko (2005) and Dewaele (2013). We discovered that multilinguals’ dominant language, generally their first language (L1), was often the preferred language to express emotions.”
Love and enjoyment in context: four case studies of adolescent EFL learners (2018, positive): “This complex, multidimensional nature of emotions as subjective feelings and social phenomena has also been highlighted in psychology by Reeve (2009). Drawing on definitions of love in education and the social sciences, Barcelos and Coelho (2016) argued that love represents one of the most important”
Cognitive representation of colour in bilinguals: The case of Greek blues* (2009, background): “…domains (e.g. grammatical number and object classification: Athanasopoulos, 2006, 2007; Cook, Bassetti, Kasai, Sasaki and Takahashi, 2006; emotion: Pavlenko, 2005b, 2006; time: Boroditsky, 2001; gender: Boroditsky, Schmidt and Phillips, 2003; artefact naming and categorisation: Malt and Sloman,…”
Emotion-memory effects in bilingual speakers: A levels-of-processing approach* (2009, background): “The first is that bilingual speakers report experiencing greater emotion when using their first language compared to their second, especially for topics of personal significance (Pavlenko, 2005; Marian and Kaushanskaya, 2004).”
The inseparability of cognition and emotion in second language learning (2011, background): “2 But see, for example, Pavlenko (2005; 2006); Schumann (1997).”
Bilingualism in the family and child well-being: A scoping review (2020, result): “…to transmit cultural beliefs, values, traditions and emotions, a view that is supported, for example, by findings in Mills (2001), and by separate but related research on the interaction between multilingualism and emotions more broadly (e.g. Dewaele, 2013; Pavlenko, 2002, 2005; Wierzbicka, 2004).”
Emotion and emotion-laden words in the bilingual lexicon (2008, background): “The precise configuration of conceptual representations in the bilingual lexicon will depend on the relationship between the concepts in 1 The questionnaire elicited responses from 1,454 bi- and multilinguals, its design is described in detail in Dewaele (2004a, b, c) and Pavlenko (2005).”
Language and Metalanguage: Key Issues in Emotion Research (2009, background): “, angry), but for example in Russian, they are typically conceptualized in terms of processes or inner activities and described by means of verbs (Larina, in press; Pavlenko 2005; Wierzbicka, 1999, p. 18, 1990).”
Identity-Based Consumer Behavior (2012, background): “A growing body of work demonstrates that bicultural individuals think differently when they speak different languages (Chen & Bond, 2010; Luna et al., 2008; Ogunnaike, Dunham, & Banaji, 2010; Pavlenko, 2005).”
Premises of multi-competence (2016, background): “…community and their inter-relationships Despite the many books on bilingualism whose covers feature two heads (Skutnabb-Kangas 1981; Romaine 1994; Pavlenko 2005; among others), bilinguals do only have one.1 At the highest level of all, the languages must be an inter-connected whole within a…”
Plurilingualism and Curriculum Design: Toward a Synergic Vision (2013, background): “…inquiry “on the minority of the world’s population—monolingual or predominantly monolingual speakers— and [of assuming] that only when we find how ‘things work’ in monolingual speakers-listeners will we be able to extend the findings to speakers of more than one language” (Pavlenko, 2005, p. xii).”
Physiological reactivity to emotional phrases in Mandarin—English bilinguals (2011, background): “…report experiencing reduced emotion when using their second language, or when using their less proficient language (Altarriba & Santiago-Rivera, 1994; Bond & Lai, 1986; Dewaele, 2004, 2006, 2008; Gonzalez-Reigosa, 1976; Marian & Kaushanskaya, 2004; Pavlenko, 1998, 2002, 2005; Schrauf, 2000).”
The relevance of emotion for language and linguistics (2012, background): “Switching to L1 later in the therapy can have a ‘breakthrough’ effect (cf. Pavlenko 2005).”