2026-05-16T02:00:45Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/843922026-05-06T19:01:21Zcom_10324_1154com_10324_931com_10324_894col_10324_1290

Sánchez, María Jesús 8fdd1df9-2270-409f-8058-8f70564985ec 500 Pérez‐García, Elisa 174993b0-0e2c-4a61-bc98-d8ba95195556 500 Arroyo, María Belén López a61ef78b-7deb-471e-9eb5-a19021bc6e50 500 Bermúdez‐Margaretto, Beatriz 4fabc391-7013-4d8c-a0d3-27f95927ce9d 500 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. PID2021-122465NB-I00 funded by MCIN/AEI/10.13039/501100011033 and by “ERDF A way of making Europe.” application/pdf eng Wiley International Journal of Applied Linguisticws info:eu-repo/semantics/openAccess Adquisición de lenguas Inglés como lengua extranjera Lenguaje emocional 57 Lingüística Bridging the Gap Between L1 and L2: Enhanced Emotional Vocabulary Through Elaborative Processing in Spanish‐Speaking English Language Learners info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion SI THUMBNAIL 33a_IJApplidLinguistcs_gapbetweenL1L2emotionalvocabularypdf.pdf.jpg 33a_IJApplidLinguistcs_gapbetweenL1L2emotionalvocabularypdf.pdf.jpg IM Thumbnail image/jpeg 2131 https://uvadoc.uva.es/bitstream/10324/84392/3/33a_IJApplidLinguistcs_gapbetweenL1L2emotionalvocabularypdf.pdf.jpg 6f7a617bdead8ff53506ea30433369b6 MD5 3 LICENSE license.txt license.txt text/plain 3929 https://uvadoc.uva.es/bitstream/10324/84392/2/license.txt 289d98c1665ee0d20312360f0e8643c8 MD5 2 ORIGINAL 33a_IJApplidLinguistcs_gapbetweenL1L2emotionalvocabularypdf.pdf 33a_IJApplidLinguistcs_gapbetweenL1L2emotionalvocabularypdf.pdf application/pdf 1052430 https://uvadoc.uva.es/bitstream/10324/84392/1/33a_IJApplidLinguistcs_gapbetweenL1L2emotionalvocabularypdf.pdf 376982b78363b8eabb6b833669187168 MD5 1 10324/84392 oai:uvadoc.uva.es:10324/84392 2026-05-06 21:01:21.701 UVaDOC repositorio@uva.es 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