The emotional weight of "I love you" in multilinguals' languages

The present paper considers the perceived emotional weight of the phrase I love you in multilinguals’ different languages. The sample consists of 1459 adult multilinguals speaking a total of 77 different first languages. They filled out an on-line questionnaire with open and closed questions linked to language behavior and emotions. Feedback on the open question related to perceived emotional weight of the phrase I love you in the multilinguals’ different languages was recoded in three categories: it being strongest in (1) the first language (L1), (2) the first language and a foreign language, and (3) a foreign language (LX). A majority of speakers felt I love you was strongest in their L1. Participants offered various explanations for their perception. Statistical analyses revealed that the perception of weight of the phrase I love you was associated with self-perceived language dominance, context of acquisition of the L2, age of onset of learning the L2, degree of socialization in the L2, nature of the network of interlocutors in the L2, and self-perceived oral proficiency in the L2

Blistering barnacles! What language do multilinguals swear in?!

The present contribution focuses on the effects of language dominance / attrition, context of acquisition, age of onset of learning, frequency of general use of a language and sociodemographic variables on self-reported language choice for swearing. The analysis is based on a database to which 1039 multilinguals contributed through a web based questionnaire. Results suggest that, according to the self-reports, swearing happens most frequently in the multilinguals’ dominant language. Mixed instruction, an early start in the learning process, and frequent use of a language all contribute to the choice of that language for swearing. Sociodemographic variables were not found to have any effect. Frequency of language choice for swearing was found to be positively correlated with perceived emotional force of swearwords in that language. Quantitative results based on answers to close-ended questions corresponded to participants’ responses to open-ended questions

The effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation

This study considered the effects of trait emotional intelligence (trait EI; Petrides & Furnham, 2001) and sociobiographical variables (age, gender, education level, number of languages known, age of onset of acquisition, context of acquisition, frequency of use, socialization, network of interlocutors, self-perceived proficiency) on communicative anxiety (CA) in the first, and foreign language anxiety (FLA) in the second, third, and fourth languages of 464 multilingual individuals, in five different situations (speaking with friends, colleagues, strangers, on the phone, and in public). Data were collected via web-based questionnaires. Participants were divided into three groups based on their trait EI scores (low, average, high). Non-parametric statistical analyses revealed a consistent pattern of results across languages and situations. Higher levels of trait EI corresponded to significantly lower CA/FLA scores. Participants who started learning the L2 and L3 at a younger age also suffered less from FLA. Purely classroom-based language instruction was found to be linked to higher levels of FLA compared to instruction that also involved extracurricular use of the language. The knowledge of more languages, a higher frequency of use, a stronger socialization in a language, a larger network of interlocutors and a higher level of self-perceived proficiency in a language were also linked to lower levels of CA/FLA

Chimpanzee faces under the magnifying glass: emerging methods reveal cross-species similarities and individuality

Independently, we created descriptive systems to characterize chimpanzee facial behavior, responding to a common need to have an objective, standardized coding system to ask questions about primate facial behaviors. Even with slightly different systems, we arrive at similar outcomes, with convergent conclusions about chimpanzee facial mobility. This convergence is a validation of the importance of the approach, and provides support for the future use of a facial action coding system for chimpanzees,ChimpFACS. Chimpanzees share many facial behaviors with those of humans. Therefore, processes and mechanisms that explain individual differences in facial activity can be compared with the use of a standardized systems such asChimpFACSandFACS. In this chapter we describe our independent methodological approaches, comparing how we arrived at our facial coding categories. We present some Action Descriptors (ADs) from Gaspar’s initial studies, especially focusing on an ethogram of chimpanzee and bonobo facial behavior, based on studies conducted between 1997 and 2004 at three chimpanzee colonies (The Detroit Zoo; Cleveland Metroparks Zoo; and Burger’s Zoo) and two bonobo colonies (The Columbus Zoo and Aquarium; The Milwaukee County Zoo). We discuss the potential significance of arising issues, the minor qualitative species differences that were found, and the larger quantitative differences in particular facial behaviors observed between species, e.g., bonobos expressed more movements containing particular action units (Brow Lowerer, Lip Raiser, Lip Corner Puller) compared with chimpanzees. The substantial interindividual variation in facial behavior within each species was most striking. Considering individual differences and the impact of development, we highlight the flexibility in facial activity of chimpanzees. We discuss the meaning of facial behaviors in nonhuman primates, addressing specifically individual attributes of Social Attraction, facial expressivity, and the connection of facial behavior to emotion. We do not rule out the communicative function of facial behavior, in which case an individual’s properties of facial behavior are seen as influencing his or her social life, but provide strong arguments in support of the role of facial behavior in the expression of internal states

Investigating the psychological and emotional dimensions in instructed language learning: obstacles and possibilities

In this article I put forth the core argument that Second Language Acquisition (SLA) needs to account for the psychological and emotional dimensions of second language (L2) learning, but that a number of epistemological and methodological difficulties must be surmounted before this new research program can be a reality. To illustrate my arguments, I examine in depth 2 research programs developed by my colleagues and me over the last decade: research on extraversion as a psychological variable investigated within the tradition of individual differences in SLA, and research on the expression of emotion in the L2. Throughout the article, I argue against research isolationism and for more interdisciplinarity in the field of instructed SLA. I contend that research on instructed SLA would benefit from an increased methodological and epistemological diversity and that a focus on affect and emotion among researchers might inspire authors of teaching materials and foreign language teachers to pay increased attention to the communication of emotion and the development of sociocultural competence in a L2

How do you say ‘hello’? Personality impressions from brief novel voices

On hearing a novel voice, listeners readily form personality impressions of that speaker. Accurate or not, these impressions are known to affect subsequent interactions; yet the underlying psychological and acoustical bases remain poorly understood. Furthermore, hitherto studies have focussed on extended speech as opposed to analysing the instantaneous impressions we obtain from first experience. In this paper, through a mass online rating experiment, 320 participants rated 64 sub-second vocal utterances of the word ‘hello’ on one of 10 personality traits. We show that: (1) personality judgements of brief utterances from unfamiliar speakers are consistent across listeners; (2) a two-dimensional ‘social voice space’ with axes mapping Valence (Trust, Likeability) and Dominance, each driven by differing combinations of vocal acoustics, adequately summarises ratings in both male and female voices; and (3) a positive combination of Valence and Dominance results in increased perceived male vocal Attractiveness, whereas perceived female vocal Attractiveness is largely controlled by increasing Valence. Results are discussed in relation to the rapid evaluation of personality and, in turn, the intent of others, as being driven by survival mechanisms via approach or avoidance behaviours. These findings provide empirical bases for predicting personality impressions from acoustical analyses of short utterances and for generating desired personality impressions in artificial voices