https://doi.org/10.31261/TAPSLA.17340
This study explores the use of English emotion vocabulary by learners of English with L11 Moroccan Arabic (MA). Just as with color terms, languages carve up the emotional spectrum differently. Cross-linguistic comparison of emotion lexicons may, therefore, reveal varying degrees of lexical equivalence. In addition to this lexical anisomorphism, the study investigates the effects of word frequency and L2 proficiency on the use of English emotion vocabulary. To examine these factors, intermediate and advanced learners of English, as well as a group of native English speakers, watched two concise films and described the actors’ emotions during specific scenes. The data was analyzed listing the most frequently used emotion terms for each group. Chi-square tests were then performed to compare the significance of the lexical choices made by native speakers to those provided by each learner group. The results indicate that advanced learners managed to describe the suggested scenes using nearly the same emotion words as native speakers. However, some culture-specific emotion terms posed problems for them. L2 proficiency demonstrated a strong effect, as intermediate learners often deviated from native usage. The implications drawn from these results suggest that culturally specific emotion terms, which lead to lexical inequivalence, should be considered alongside factors, namely word type and word frequency, that can challenge learners in acquiring L2 vocabulary. The study also highlights the importance of context-rich instruction of L2 emotion vocabulary and opens avenues for further research that would contribute to the understanding of the intersection between second language acquisition, culture, and emotions.
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2025
Published: 2022-05-31
10.31261/tapsla
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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