Language choice in expressing anger among Arab-English Londoners

The aim of the present study is to partially replicate the study in Dewaele (2013). We want to determine whether the independent variables linked to the preference of the first (L1) or second language (L2) for the communication of anger among a large heterogeneous group of long-time multilinguals from all over the world (Dewaele 2013) have similar effects in one relatively homogeneous linguistic and cultural group, namely 110 English-speaking Arabs living in London (UK). The analysis of quantitative and qualitative data showed that, in line with the findings in Dewaele (2013), L1 Arabic was preferred over L2 English for expressing anger at oneself, family, friends and at strangers. However, English was preferred to express anger in writing and occasionally in instances of divergence with Arabic-speaking interlocutors (Sachdev, Giles & Pauwels 2013). Frequency of use of English for anger was linked to lower age of onset of L2 learning, naturalistic or mixed L2 learning context, frequency of general use of the L2 and degree of L2 socialization and higher perceived emotionality of English. Gender, age and education were also linked to language choices. Participants explained how their religious beliefs, their cultural and ideological background affect their choice of language for expressing anger

Equation of state of cubic boron nitride at high pressures and temperatures

We report accurate measurements of the equation of state (EOS) of cubic boron nitride by x-ray diffraction up to 160 GPa at 295 K and 80 GPa in the range 500-900 K. Experiments were performed on single-crystals embedded in a quasi-hydrostatic pressure medium (helium or neon). Comparison between the present EOS data at 295 K and literature allows us to critically review the recent calibrations of the ruby standard. The full P-V-T data set can be represented by a Mie-Gr\"{u}neisen model, which enables us to extract all relevant thermodynamic parameters: bulk modulus and its first pressure-derivative, thermal expansion coefficient, thermal Gr\"{u}neisen parameter and its volume dependence. This equation of state is used to determine the isothermal Gr\"{u}neisen mode parameter of the Raman TO band. A new formulation of the pressure scale based on this Raman mode, using physically-constrained parameters, is deduced.Comment: 8 pages, 7 figure

Emotionality and pleasantness of mixed-emotion stimuli: the role of language, modality, and emotional intelligence

The present study aimed to explore how 174 Spanish first language (L1) and foreign language (LX) users perceive emotionality and pleasantness in audiovisual and purely visual material eliciting blended emotions and whether cultural background and Trait Emotional Intelligence (EI) are linked to emotion perception. Participants rated the emotionality and pleasantness of the stimuli through a 7-point semantic differential scale and completed a self-reported measure of Trait EI. Data were analysed by means of univariate and multivariate statistical tests and correlation coefficients. Overall, LX users tended to provide higher ratings of emotionality and pleasantness than L1 users. This result seems to suggest that LX users are aware of the LX detachment effect and thus overcompensate when providing emotion perception ratings. Moreover, American participants rated the stimuli as more emotional and pleasant than Asian participants regardless of modality of presentation. On the other hand, Trait EI turned out to be unrelated to emotionality and pleasantness ratings contrary to previous evidence suggesting a positive role of EI in decoding emotions

Is flow possible in the Emergency Remote Teaching foreign language classroom?

The present study focuses on the experience of flow among 168 Arab and Kurdish English Foreign Language (EFL) learners in both in-person and emergency remote teaching (ERT) classes. Statistical analyses of questionnaire data revealed that learners did experience flow in their ERT classes but for a significantly shorter time than in the pre-pandemic in-person classes. Those who experienced flow in in-person classes were also more likely to experience it in ERT classes. In the in-person classes, the proportion of time in flow was linked to age, self-rated proficiency, attitudes toward English, attitudes toward the teacher, and the teacher frequency of use of English. In contrast, in ERT classes, the proportion of time in flow was only linked to attitude toward the teacher. This is interpreted as evidence that the ERT does not just cause physical and social isolation but also mental isolation

Self-bias and the emotionality of foreign languages

Article first published online: June 13, 2018Foreign language contexts impose a relative psychological and emotional distance in bilinguals. In our previous studies, we demonstrated that the use of a foreign language changes the strength of the seemingly automatic emotional responses in the self-paradigm, showing a robust asymmetry in the self-bias effect in a native and a foreign language context. Namely, larger effects were found in the native language, suggesting an emotional blunting in the foreign language context. In the present study, we investigated the source of these effects by directly comparing whether they stem from a language’s foreignness versus its non-nativeness. We employed the same self-paradigm (a simple perceptual matching task of associating simple geometric shapes with the labels “you,” “friend,” and “other”), testing unbalanced Spanish–Basque–English trilinguals. We applied the paradigm to three language contexts: native, non-native but contextually present (i.e., non-native local), and non-native foreign. Results showed a smaller self-bias only in the foreign language pointing to the foreign-language-induced psychological/emotional distance as the necessary prerequisite for foreign language effects. Furthermore, we explored whether perceived emotional distance towards foreign languages in Spanish–English bilinguals modulates foreign language effects. Results suggest that none of the different indices of emotional distance towards the foreign language obtained via questionnaires modulated the self-biases in the foreign language contexts. Our results further elucidate the deeply rooted and automatic nature of foreign-language-driven differential emotional processing.This research has been partially funded by grants PSI2015-65689-P and SEV-2015-0490 from the Spanish Government, AThEME-613465 from the European Union, and a 2016 BBVA Foundation Grant for Researchers and Cultural Creators awarded to the last author (J.A.D.)

The relation between multilingualism and basic human values among primary school children in South Tyrol

Cook (2002) argued that the learning of a new language leads to a state of multi-competence, with the learner’s mind changing in ways that go beyond the linguistic realm. The present study follows Dewaele’s (2016) suggestion that multilingualism is linked to both cognitive and psychological changes. It explores one particular under-researched relationship, namely the link between bi- and multilingualism and human basic values (Schwartz, 1992). Participants were 398 primary school children (incipient bilinguals and functional bi- and multilinguals) in South Tyrol. They filled out a questionnaire on background information and the Picture Based Value Survey for Children (PBVS-C, Döring et al., 2010). Multidimensional scaling was used to understand the value structures and hierarchies among these pupils. Results suggest that, contrary to expectations, incipient bilinguals scored significantly higher on openness to change than their multilingual peers. Multilingualism was linked to higher scores on conservation, while children from a migrant background scored higher on conservation and self-enhancement, and lower on openness to change. Children with two migrant parents rated openness to change significantly lower

Melting of tantalum at high pressure determined by angle dispersive x-ray diffraction in a double-sided laser-heated diamond-anvil cell

The high pressure and high temperature phase diagram of Ta has been studied in a laser-heated diamond-anvil cell (DAC) using x-ray diffraction measurements up to 52 GPa and 3800 K. The melting was observed at nine different pressures, being the melting temperature in good agreement with previous laser-heated DAC experiments, but in contradiction with several theoretical calculations and previous piston-cylinder apparatus experiments. A small slope for the melting curve of Ta is estimated (dTm/dP = 24 K/GPa at 1 bar) and a possible explanation for this behaviour is given. Finally, a P-V-T equation of states is obtained, being the temperature dependence of the thermal expansion coefficient and the bulk modulus estimated.Comment: 31 pages, 8 figures, to appear in J.Phys.:Cond.Matte

Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

The statutory inclusion of modern foreign languages (MFL) into the Key Stage 2 curriculum in England in 2014 aimed to raise the language skills of younger learners in preparation for their secondary education. This change to the curriculum has occurred at a time in which the linguistic diversity within primary schools across the country has been consistently increasing. This study used Interpretative Phenomenological Analysis to qualitatively examine the impact of the curriculum change on teachers implementing it in multilingual classrooms in Greater Manchester. Six teachers with varying experience in teaching MFL participated in semistructured interviews focussing on different aspects of the curriculum change. This paper focuses on the teaching of MFL, as well as on teachers’ perceptions of English as an Additional Language (EAL) pupils’ aptitude for language learning in comparison to their monolingual peers. The superordinate themes identified from the data included the inconsistent delivery of MFL in primary schools, and the role of multilingual classrooms as opportunities for augmented MFL provision. The findings from this study will have implications for teachers, head teachers, and policy-makers regarding the effectiveness of the initial implementation of MFL into the primary curriculum, with specific reference to the EAL school population