A Contrastive Analysis of Emotional Terms in Bed-Night Stories across Two Languages: Does It Affect Learners' Pragmatic Knowledge of Controlling Emotions? Seeking Implications to Teach English to EFL Learners

Autor/inn/en	Namaziandost, Ehsan; Razmi, Mohammad Hasan; Heidari, Shadi; Tilwani, Shouket Ahmad
Titel	A Contrastive Analysis of Emotional Terms in Bed-Night Stories across Two Languages: Does It Affect Learners' Pragmatic Knowledge of Controlling Emotions? Seeking Implications to Teach English to EFL Learners
Quelle	In: Journal of Psycholinguistic Research, 50 (2021) 3, S.645-662 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Namaziandost, Ehsan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-020-09739-y
Schlagwörter	Contrastive Linguistics; Indo European Languages; Second Language Learning; English (Second Language); Language Usage; Difficulty Level; Pragmatics; Story Telling; Second Language Instruction; Teaching Methods; Pretests Posttests; Emotional Response; Sleep; Children; Language Tests; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Linguistics; Kontrastive Linguistik; Indoeuropäisch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Schwierigkeitsgrad; Pragmalinguistik; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Emotionales Verhalten; Schlaf; Child; Kind; Kinder; Language test; Sprachtest; Unterrichtserfolg
Abstract	The present investigation aimed at studying emotional terms (ETs) in Persian and English bed-night stories for children by adopting a contrastive analysis approach within two phases. Emotional terms were categorized into two theoretical models (tokens and types) in phase one of the study, and in the second phase, the effect of teaching emotive narratives on learners' pragmatic knowledge of controlling emotions was scrutinized. To this aim, 30 English bed-night stories (15 in English and 15 in Persian) with similar lengths and difficulty levels were selected randomly. In the first phase of the study, the frequency of occurrence of emotional terms (ETs) in English and Persian English bed-night stories were compared. The results indicated that there were not statistically significant differences between the two groups of stories in terms of the emotion tokens utilized in both languages. Nevertheless, there was a major disparity in the number of ETs found in English and Persian bed-night tales concerning various types of emotions. During the second phase of the study, a group of 25 EFL learners were explicitly taught emotive English bed-night tales. A pre-test post-test design using a Discourse Completion Test was used to seek the efficacy of teaching ETs on the learners' pragmatic knowledge of controlling emotions. Findings showed that teaching emotive narratives enhanced students' pragmatic knowledge of emotions significantly. In light of the findings of the study, a number of conclusions are drawn and the implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01