2026-05-17T17:51:05Zhttps://uvadoc.uva.es/oai/requestoai:uvadoc.uva.es:10324/843922026-05-06T19:01:21Zcom_10324_1154com_10324_931com_10324_894col_10324_1290
UVaDOC
author
Sánchez, María Jesús
author
Pérez‐García, Elisa
author
Arroyo, María Belén López
author
Bermúdez‐Margaretto, Beatriz
2026-05-05T20:16:17Z
2026-05-05T20:16:17Z
2025
International Journal of Applied Linguistics
0802-6106
https://uvadoc.uva.es/handle/10324/84392
10.1111/ijal.70064
International Journal of Applied Linguistics
1473-4192
Foreign languages are often learnt in formal and disembodied environments which may limit the emotional resonance of their
vocabulary and their pragmatic usage in real-life communication. In a context of English as a foreign language (EFL), this study
examines whether elaborative processing as a teaching strategy leads to changes in the affective evaluation of English words and
thus enhances the acquisition of emotional vocabulary. A pre-test/post-test designwas employed in order to assess the effect of this
type of instruction. A group of 35 Spanish EFL students participated in two training sessions, with generative processing exercises
that involved multiple modalities (visual and spoken language, body expression, and gestures) at production and comprehension
domains and that focused on 36 English words (12 positive, 12 negative, and 12 neutral). Another set of 36 non-trained words was
carefully selected andmatched to trained words across several psycholinguistic variables. Crucially, stimuli selection was based on
their high emotional discrepancy between English native speakers and Spanish EFL learners, as observed in our normative study.
The students rated the full set of 72 words in two emotional dimensions (valence and arousal) before and after the instruction.
Results revealed the enhancement of the negative emotional connotations for negative trainedwords in EFL and an alignmentwith
the affective responses reported by English native speakers. These findings confirm the effectiveness of this elaborative processing
approach for the teaching of emotional vocabulary in formal contexts of EFL. The stronger impact of this instruction on negative
emotional language suggests its attenuation in additional languages and underscores the importance of addressing this type of
language in EFL instruction.
eng
Adquisición de lenguas
Bridging the Gap Between L1 and L2: Enhanced Emotional Vocabulary Through Elaborative Processing in Spanish‐Speaking English Language Learners
info:eu-repo/semantics/article
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IApwb3IgaW5jdW1wbGltaWVudG8gZGUgY3VhbHF1aWVyYSBkZSBsYXMgb2JsaWdhY2lvbmVzIGRlcml2YWRhcyBkZWwgQWN1ZXJkbywgcG9yIHZvbHVudGFkIGV4cHJlc2EgZGVsIEF1dG9yCkVuICBwcnVlYmEgZGUgY29uZm9ybWlkYWQsIGxhcyBwYXJ0ZXMgYWNlcHRhbiBlbCBwcmVzZW50ZSBBY3VlcmRvCgoKCgo=
URL
https://uvadoc.uva.es/bitstream/10324/84392/1/33a_IJApplidLinguistcs_gapbetweenL1L2emotionalvocabularypdf.pdf
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33a_IJApplidLinguistcs_gapbetweenL1L2emotionalvocabularypdf.pdf