Models of affective appraisal of the lexicon of Spanish as a second language

Abstract

Improving second language acquisition processes requires research into how affective properties are incorporated and represented in the new language, given the implications for genuine and effective communication. It is generally accepted that L1 is more emotional because it is acquired in contexts richer in experience, closely associated with basic emotions. L2, however, does not have the same opportunities for full semantic-affective construction, making it less exciting and more emotionally detached. In order to test how this happens in Spanish/L2, we analysed the affective load of a basic lexical corpus of 300 words by collecting and examining the subjective ratings of valence and arousal provided by five groups of learners of Spanish from different linguistic and cultural backgrounds (Greece, Denmark, Czech Republic, Portugal and France). We were interested in finding out whether there are differences between native and non-native speakers, but also whether all groups of learners show similar behaviours, that is, whether they respond to the same patterns of emotional representation. We also wanted to check whether language proficiency, abundance of contact with Spanish, and attitudes towards the language and its cultures have any influence on the observed patterns. The results show, in general, that non-native speakers score similarly or higher than native speakers, which we consider to be an overestimation effect resulting from the very positive attitudes and representations towards Spanish and its context.