ANA BLANCO CANALES, NATIVIDAD HERNÁNDEZ MUÑOZ, MARTA NOGUEROLES LÓPEZ, ÁLVARO SESMILO PINA AND MARÍA HOYOS CARDEÑOSO
Emotional charge of the basic lexical repertoire of Spanish as a second language from a cross-linguistic perspective.
Almost every word in our mother tongue is emotionally charged. There is no linguistic meaning that is not sifted by the emotional. During the process of mother tongue acquisition, words are incorporated with experiential, perceptual and emotional meaning, which are responsible for their anchoring in lexical networks and memory and keep being fed by these dimensions for a lifetime. In L2 acquisition, it seems that this does not happen in the same way as in L1, and that the simple transfer of a word from one language to the second does not imprint its emotional content on the new word.
Numerous studies have attempted to test the extent to which words in L2 are devoid or diminished of the emotional resonance they have in L1 and what factors contribute to this. The results show a decrease in intensity in the L2 for both positive and negative affective charge. This is independent of the actual comprehension of the information, as bilinguals often say that they know the semantic meaning of the information in L2, but do not necessarily feel it.
The aim of this study is to analyse the emotional resonance of Spanish as a second language and to check to what extent it decreases in contrast to the mother tongues concerned. To this end, we will collect and analyse data from three sources: the affective values of a repertoire of words in Spanish as a second language obtained from emotional dimensions such as valence or degree of arousal, amongst others; the attitudes and evaluations of the students about their languages; and the self-perception of emotionality in L1 and L2. This data will be analysed taking into account different individual variables (mother tongue, gender, age, level of language proficiency, years of study, contact with the Spanish language, etc.) and different types of words at the lexical, semantic and grammatical levels.The connection of the data with their variables and their triangulation will enable us to deepen our understanding of the conceptualisation, representation and meaning of words in a second language and, by extension, of the learning processes.