서브메뉴
검색
Reading Faces - How Emotional Meaning Is Communicated Through Facial Expressions in an L2
Reading Faces - How Emotional Meaning Is Communicated Through Facial Expressions in an L2
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105122
- ISBN
- 9798291543313
- DDC
- 401
- 서명/저자
- Reading Faces - How Emotional Meaning Is Communicated Through Facial Expressions in an L2
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 586 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-02, Section: A.
- 주기사항
- Advisor: Goetze, Julia.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약In 1965, Noam Chomsky shifted linguistic theory from behaviorism to cognitivism by defining linguistic competence as the unconscious knowledge of language in the brain (i.e., universal grammar). Hymes (1972) expanded this concept by introducing communicative competence, which includes not only grammatical knowledge but also the ability to use language appropriately in diverse sociocultural contexts. Celce-Murcia et al. (1995) later developed a pedagogical model for foreign language instruction based on Hymes' construct, outlining multiple interrelated sub-competences-linguistic, strategic, discourse, sociolinguistic, and actional-that can be scaffolded in the classroom. This model has been foundational for Communicative Language Teaching (CLT).While CLT programs often emphasize language-related sub-competences, sociolinguistic competence-defined as pragmatic knowledge including non-verbal cues like facial expressions (Celce-Murcia, 2007)-has received less attention. In adjacent fields, non-verbal communication has long been studied. Ekman (1970) showed that facial expressions are both universal and culturally specific; Shuman and Scherer (2014) emphasized their communicative function; and Mehrabian (1971) found that facial expressions carry more weight than words in conveying attitudes.This dissertation addresses the underexplored role of emotional facial expressions in L2 communication. Specifically, it examines how native speakers (NSs) of German and American English perceive emotional expressions (surprise, enjoyment, anger) displayed by a German NS. An online survey (Qualtrics) was completed by 78 participants (35 German NSs, 43 American English NSs). The survey gathered background, self-rated language proficiency (Dewaele, 2010), trait emotional intelligence (Petrides, 2009), and first impressions (Judd et al., 2005) data. Participants rated their perceptions of emotional expressions shown in photos, silent videos, and videos with sound.Research questions include whether perception polarity differs by group, how variables like age, trait emotional intelligence, German language proficiency and first impression predict polarity and intensity ratings, and how modality affects polarity perception.Key findings inform pedagogical approaches to fostering sociolinguistic competence in CLT by highlighting the importance of non-verbal, emotional dimensions of communication. This study contributes to a more holistic understanding of communicative competence and supports integrating multimodal emotion-focused materials into L2 instruction.
- 일반주제명
- Linguistics
- 키워드
- Native speakers
- 키워드
- German
- 키워드
- Pragmatics
- 기타저자
- The University of Wisconsin - Madison German
- 기본자료저록
- Dissertations Abstracts International. 87-02A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008260126s2025 us c eng d■001000017359459
■00520260202105122
■006m o d
■007cr#unu||||||||
■020 ▼a9798291543313
■035 ▼a(MiAaPQ)AAI32238381
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a401
■1001 ▼aBernstein, Melanie.
■24510▼aReading Faces - How Emotional Meaning Is Communicated Through Facial Expressions in an L2
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a586 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-02, Section: A.
■500 ▼aAdvisor: Goetze, Julia.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aIn 1965, Noam Chomsky shifted linguistic theory from behaviorism to cognitivism by defining linguistic competence as the unconscious knowledge of language in the brain (i.e., universal grammar). Hymes (1972) expanded this concept by introducing communicative competence, which includes not only grammatical knowledge but also the ability to use language appropriately in diverse sociocultural contexts. Celce-Murcia et al. (1995) later developed a pedagogical model for foreign language instruction based on Hymes' construct, outlining multiple interrelated sub-competences-linguistic, strategic, discourse, sociolinguistic, and actional-that can be scaffolded in the classroom. This model has been foundational for Communicative Language Teaching (CLT).While CLT programs often emphasize language-related sub-competences, sociolinguistic competence-defined as pragmatic knowledge including non-verbal cues like facial expressions (Celce-Murcia, 2007)-has received less attention. In adjacent fields, non-verbal communication has long been studied. Ekman (1970) showed that facial expressions are both universal and culturally specific; Shuman and Scherer (2014) emphasized their communicative function; and Mehrabian (1971) found that facial expressions carry more weight than words in conveying attitudes.This dissertation addresses the underexplored role of emotional facial expressions in L2 communication. Specifically, it examines how native speakers (NSs) of German and American English perceive emotional expressions (surprise, enjoyment, anger) displayed by a German NS. An online survey (Qualtrics) was completed by 78 participants (35 German NSs, 43 American English NSs). The survey gathered background, self-rated language proficiency (Dewaele, 2010), trait emotional intelligence (Petrides, 2009), and first impressions (Judd et al., 2005) data. Participants rated their perceptions of emotional expressions shown in photos, silent videos, and videos with sound.Research questions include whether perception polarity differs by group, how variables like age, trait emotional intelligence, German language proficiency and first impression predict polarity and intensity ratings, and how modality affects polarity perception.Key findings inform pedagogical approaches to fostering sociolinguistic competence in CLT by highlighting the importance of non-verbal, emotional dimensions of communication. This study contributes to a more holistic understanding of communicative competence and supports integrating multimodal emotion-focused materials into L2 instruction.
■590 ▼aSchool code: 0262.
■650 4▼aLinguistics
■650 4▼aEnglish as a second language
■653 ▼aNative speakers
■653 ▼aApplied linguistic
■653 ▼aGerman
■653 ▼aGerman native speaker
■653 ▼aPragmatics
■653 ▼aSecond language acquisition
■690 ▼a0290
■690 ▼a0441
■71020▼aThe University of Wisconsin - Madison▼bGerman.
■7730 ▼tDissertations Abstracts International▼g87-02A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359459▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
