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Language, Culture and Curriculum Volume 30, 2017 - Issue 3
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Articles

Lexical availability of young Spanish EFL learners: emotion words versus non-emotion words

Rosa M. Jiménez CatalánFacultad de Letras y Educación, Departamento de Filologías Modernas, Universidad de La Rioja, Logroño, SpainCorrespondence[email protected]
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Jean-Marc DewaeleDepartment of Applied Linguistics and Communication, Birkbeck, University of London, London, UKView further author information
Pages 283-299 | Received 09 May 2016, Accepted 29 Apr 2017, Published online: 23 May 2017

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Wen Xu. (2022) Pedagogic affect and African international students’ attunement to Chinese language learning. Journal of Multilingual and Multicultural Development 0:0, pages 1-13.
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Almudena Fernández-Fontecha, Rosa Mª Jiménez Catalán & James Ryan. (2021) Lexical production and organisation in L2 EFL and L3 EFL learners: a distributional semantic analysis of verbal fluency. International Journal of Multilingualism 0:0, pages 1-18.
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Elisa Pérez-García & María Jesús Sánchez. (2020) Emotions as a linguistic category: perception and expression of emotions by Spanish EFL students. Language, Culture and Curriculum 33:3, pages 274-289.
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Irini Mavrou, Fernando Bustos & Javier Chao. Emotional vocabulary in immigrants’ L2 written discourse: is linguistic distance a proxy for L2 emotionality?. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Andreas Kyriakou, Alice Foucart & Irini Mavrou. (2022) Moral judgements in a foreign language: Expressing emotions and justifying decisions. International Journal of Bilingualism 27:6, pages 978-995.
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Oscar Elías Blanco Correa, Gabriela Emilce Kotz Grabole & Pedro Antonio Salcedo Lagos. (2023) La disponibilidad léxica de las emociones en el contexto de aula de clase: un estudio piloto. LETRAS 63:103, pages 55-80.
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Karina Fuentes-Riffo, Pedro Salcedo-Lagos, Cristian Sanhueza-Campos, Pedro Pinacho-Davidson, Miguel Friz-Carrillo, Gabriela Kotz-Grabole & Fabiola Espejo-Burkart. (2023) The Influence of Gamification on High School Students’ Motivation in Geometry Lessons. Sustainability 15:21, pages 15615.
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Carolina Zambrano & María Agustín. (2023) Un estudio de disponibilidad léxica asociado a las áreas de aprendizaje y motivación por el aprendizaje. Lengua y Sociedad 22:2, pages 473-492.
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Craig Lambert, Qian Gong & Grace Zhang. (2021) Learner-generated content and the lexical recall of beginning-level learners of Chinese as a foreign language. Language Teaching Research 27:4, pages 800-819.
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María Jesús Sánchez, María Fernández & Elisa Pérez-García. (2022) Comparison of the context provision and imagination elicitation approaches to learning emotional vocabulary. Language Teaching Research, pages 136216882211314.
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Almudena Fernández-Fontecha & Yoed N. Kenett. (2022) Examining the relations between semantic memory structure and creativity in second language. Thinking Skills and Creativity 45, pages 101067.
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Almudena Fernández-Fontecha. (2021) The role of learner creativity in L2 semantic fluency. An exploratory study. System 103, pages 102658.
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Mónica Blanco Ruiz & Mercedes Pérez Serrano. (2021) Análisis de la expresión de la emoción en las narraciones orales de arabófobos jordanos aprendientes de español. Círculo de Lingüística Aplicada a la Comunicación 87, pages 121-133.
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María Jesús Sánchez & Elisa Pérez-García. (2020) Emotion(less) textbooks? An investigation into the affective lexical content of EFL textbooks. System 93, pages 102299.
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Óscar Elías Blanco Correa, Pedro Salcedo Lagos & Gabriela Emilce Kotz Grabole. (2020) Análisis del léxico de las emociones: una aproximación desde la disponibilidad léxica y la teoría de los grafos léxicos. Lingüística y Literatura 41:78, pages 55-83.
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Irini Mavrou & Fernando Bustos-López. (2019) La influencia de la memoria operativa y de la inteligencia emocional en la expresión de la emoción en español como segunda lengua. Revista de Lingüística y Lenguas Aplicadas 14:1, pages 117.
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