[FLEAT6] Emotional Valence and L2 Lexical Processing - The Making of L2 Experimental Word List for...
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Friday, August 14th 2015 1:25pm-1:50 (Lamont Forum Room) the sixth joint Foreign Language Education and Technology Conference Venue: Boston, Harvard University
Session No. 127
Emotional Valence and L2 Lexical Processing: The Making of L2 Experimental Word List
for Japanese Learners of English
Key Take Homes
• Quality of processing matters in L2 lexical acquisition!
• Emotion-involved processing is THE promising construct!
• proto-JLE-ANEW is now ready!
2 Kanazawa, Y. (2015a, August)
outline
• Introduction
• Quantity and quality of processing in vocabulary learning
• Chapter 1 – Models
• Chapter 2 – Emotion-Involved Processing
• Chapter 3 – Experimental Study
• References
Kanazawa, Y. (2015a, August) 3
Introduction: Quantity and quality of processing in vocabulary learning
Kanazawa, Y. (2015a, August) 4
“Were all instructors to realize that the quality of mental
process, not the production of correct answers, is the measure of educative growth something hardly less than a revolution in
teaching would be worked.”
- John Dewey
Quantity of processing • Pimsleur’s (1967) memory schedule
• Repetition (e.g. Webb, 2007)
• Extensive reading (e.g. Mirzaii, 2012)
• Extensive listening (e.g. Alm, 2013) Kanazawa, Y. (2015a, August) 5
Quality of processing • “Deep” processing (e.g. Kadota et al, 2006)
• Craik and Tulving (1975) – Levels of Processing (LoP) Model
Kanazawa, Y. (2015a, August) 6
Quality of processing • “Deep” processing (e.g. Kadota & Ikemura, 2006)
• Craik and Tulving (1975) – Levels of Processing (LoP) Model
Kanazawa, Y. (2015a, August) 8
/æpl/
i. Orthographical processing
iii. Semantic processing
ii. Phonological processing
[APPLE]
Shallo
w - D
eep
Better Long-term Retention
Chapter 1 – Models
Kanazawa, Y. (2015a, August) 9
“Psychologically, our thought, apart
from its expression in words, is only a shapeless and indistinct mass.”
- Ferdinand De Saussure
Aims of this chapter
• How semantic processing has been regarded in variety of models of lexical access?
• As what has the structure of semantic representation been regarded?
Kanazawa, Y. (2015a, August) 10
super speed
Signifié and Signifiant (Saussure, 1916)
Kanazawa, Y. (2015a, August) 11
[APPLE]
/æpl/
Shallo
w - D
eep
Better Long-term Retention
signified signifier
Super Speed
Triangle Connectionist PDP model
Kanazawa, Y. (2015a, August) 13
(Seidenberg & McClelland, 1989)
Super Speed
WEAVER++ model
Kanazawa, Y. (2015a, August) 15 http://www.nici.ru.nl/~ardiroel/Simulations.htm
(Levelt, Roelofs & Meyer, 1999)
Super Speed
Dual Route Cascaded Model of Visual Word Recognition
Kanazawa, Y. (2015a, August) 16
(Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001)
Super Speed
Outcomes
• How semantic processing has been regarded in variety of models of lexical access?
Most lexical models with single node for semantics
• What has the structure of semantic representation be regarded?
Kanazawa, Y. (2015a, August) 18
Super Speed
Models of Semantic Representation
Kanazawa, Y. (2015a, August) 19
Semantic network model
Probabilistic topics model
Semantic space model
Source: Griffiths, Steyvers, & Tenenbaum (2007)
Super Speed
Sense Model
Kanazawa, Y. (2015a, August) 21
(Finkbeiner, Forster, Nicol, Nakamura, 2004)
Larger number of activated ‘senses’ facilitates lexical processing.
Super Speed
Outcomes -undercultivation
• How semantic processing has been regarded in variety of models of lexical access?
Most lexical models with single node for semantics
• As what has the structure of semantic representation been regarded?
Most models with focus on inter-, not intra- lexical entry
Quantitative rather than qualitative difference postulated
Kanazawa, Y. (2015a, August) 22
Meaning as a dynamic conglomerate of activated information
24
meaning Auditory information
Visual information
Olfactory information
Tactile information Gustatory
information
Kinetic information
Emotional information
Figure drawn based on Ikari (2009, p. 81)
Kanazawa, Y. (2015a, August)
Chapter 2 – Emotion-Involved Processing
Kanazawa, Y. (2015a, August) 25
You cannot put into any schedule of general education
unless you succeed in exhibiting its relation to some essential
characteristic of all intelligent or emotional perception.
- Alfred North Whitehead (1916)
life
Dissociation of emotion and meaning: The case of L2
• Pavlenko (2012)
• L2 may be processed semantically but not emotionaly.
• Keysar et al. (2012)
• Emotional distance is farther in foreign language than L1.
• Yanase & Koizumi (2015)
• ELT in Japan tends to be emotion-less “Quotation Game.”
• What is emotional processing?
Kanazawa, Y. (2015a, August) 26
Characteristics of emotional processing compared to non-emotional cognitive processing
- Panksepp (2003)
i. the presence of experienced valence
ii. cortical sub-cortical locus of control
iii. precocious developmental trajectory
iv. organic, analog type nature
v. spontaneous, trans-cultural, bodily expressions
vi. involvement of both cerebral hemispheres
Kanazawa, Y. (2015a, August) 27
Emotion and learning: Neuroscientific evidences
• Role of amygdala in learning (LeDoux, 2007)
• Emotional prosody and emotional content facilitates activation of hippocampal gyrus. (McGaugh, 2003)
• Emotional stimuli facilitate connected activation of amygdala and hippocampus (Blakemore & Frith, 2005)
• Tendler & Wagner’s (2015) EEG study
• “Different emotions cause the brain to work differently, including in terms of cognitive processes such as learning and memory.”
Kanazawa, Y. (2015a, August) 28
Picture: http://brainmadesimple.com/amygdala.html
sk
Emotion-involved classroom practices • Vocabulary level
• Personal preferences and episodes (Hedge, 2000)
• Emotional attachment (Harmer, 2015)
• Impressive image (Thornbury, 2002)
• Methodology level – Humanistic Ap.
• Total Physical Response (Asher, 1969)
• Suggestopedia (Lozanov, 1978)
• Whole Brain Teaching (Biffle, 2013)
Kanazawa, Y. (2015a, August) 29
Proposition: Emotion-Involved Processing
Kanazawa, Y. (2015a, August) 30
/æpl/
i. Orthographical processing
iii. Semantic processing
ii. Phonological processing
[APPLE]
Shallo
w - D
eep
Better Long-term Retention
/æpl/
i. Orthographical processing
iii. Semantic processing
ii. Phonological processing
Shallo
w P
rocessin
g - Deep
Pro
cessing
[APPLE]
Better Long-term Retention
iv. Emotion-involved processing
My proposition
What has been said (e.g. Craik
and Turving, 1975)
Pedagogical application
♡
sk
Defining Emotion-Involved Processing (tentative)
• Emotion-involved processing is a ‘deeper’ version of semantic processing which does not only have (a)
to facilitate linguistic processing and retention more than mere semantic processing but also have (b) to invigorate learning process in a bottom-up direction.
• a promising key-concept for a successful L2 acquisition Kanazawa, Y. (2015a, August) 31
sk
Related concepts to EIP
• Self-involved processing (Katz, 1987)
• Emotional valence and SIP (D'Argembeau, et al., 2005)
• Terminology
• Episodic organization
• Affective nature of episodic memory (Tulving, 1983)
• Relationship with creativity (Madore et al., in press)
Kanazawa, Y. (2015a, August) 32
sk
Newer view of emotion • Somatic Marker Hypothesis (Damasio, 1994)
Kanazawa, Y. (2015a, August) 33
body
mind ⊃ cognition
via emotion
Emotion as the ‘operating system’ of cognition • Ciompi’s (1997) Affect-logic:
= the psychological energy
- dynamism:
becomes meaningful information only via .
= fractal (deterministic chaos structure)
Kanazawa, Y. (2015a, August) 34
Perspectives – beyond lexical processing • EIP as a ‘flow’ experience
(Csikszentmihalyi, 1990).
• Autotelic process as a dissipative structure to ‘sail the chaos’ fruitfully
• Mindfulness
• Sustainable learning
• Creativity in learning
• Humanistic learning Kanazawa, Y. (2015a, August) 35
(Csikszentmihalyi, 2007)
Chapter 3 – Experimental Study
Kanazawa, Y. (2015a, August) 36
“Argument is conclusive, but it does not remove doubt, so that the mind may rest in the sure knowledge of the truth,
unless it finds it by the method of experiment.”
- Roger Bacon
Situation
• Studies of emotionality in second language acquisition
• E.g. . . learning anxiety, motivation, etc.
⇒ approaches to emotion
• Fewer cases for approach to emotion
⇒ An scale for emotionality?
Kanazawa, Y. (2015a, August) 37
How can ‘emotion’ be measured? • View 1: Network theory of ‘basic emotions’
• E.g. Oatley & Johnson-Laird’s (1987) 5 archetypes
• View 2: Non-linear dynamic model (Scherer, 2009)
• View 3: Linear dimensional model (Bradley & Lang, 1994)
Kanazawa, Y. (2015a, August) 38
joy sadness
anger fear disgust
Defining “Emotional Valence” • “Affective [i.e. Emotional] valence could be described
by bipolar scales that, in aggregate, defined a continuous dimension from pleasantness (happy, pleased, hopeful, etc.) to unpleasantness (unhappy, annoyed, despairing, etc.)”. (Bradley & Lang, 2000, p. 247)
• “The largest variance which accounts for emotions”
(Osgood et al., 1957)
• “Fundamental role in emotions” (Ortony et al., 1988)
Kanazawa, Y. (2015a, August) 40
positive neutral negative
ANEW Database (Bradley & Lang, 1999) • Affective norms for English words
• 1034 English words rated by native speakers
• Participants: English (L1) speakers
• Paper-based questionnaire with 9 point likart scale
Kanazawa, Y. (2015a, August) 41
Problem • No of
L2 lexical emotionality of JLE learners
↑ but it is. . .
Needed to investigate emotionality
Kanazawa, Y. (2015a, August) 42
Solution
• Making Japanese learners’ version of affective norms of English word
• “proto-JLE-ANEW” word list
• Focus on “valence”
• On-line data (reaction time recorded)
Kanazawa, Y. (2015a, August) 43
Evaluation – Experimental Method • Participants:
• Japanese learners of English (N = 32)
• Materials:
• 390 familiar English words which are listed both in (a) ANEW Database, and in (b) Lexical Familiarity Database of Japanese EFL Learners (Yokokawa, 2006)
Kanazawa, Y. (2015a, August) 44
Evaluation – Experimental Procedure • Task:
• Valence Judgment Task (4-point Likert scale)
• Procedure:
• Individual or dual experiment
• 390 Stimuli words presented via SuperLab® on a PC screen
• 39 trials x 10 blocks
Kanazawa, Y. (2015a, August) 45
1.love
2.joy
3.champion
4.friendly
・
・
・
・
・
・
203.bottle
204.grass
205.nurse
206.fish
・
・
・
・
・
・
397.sad
388.cancer
389.funeral
390.rape
Kanazawa, Y. (2015a, August) 46
Evaluation - Analysis • Statistics
• Pearson product-moment correlation
• L2 emotional valence ratings
• L2 emotional valence judgement reaction time
• L1 emotional valence ratings (Bradley & Lang, 1999)
• L1 frequency (BNC)
• L2 familiarity (Yokokawa, 2006)
Kanazawa, Y. (2015a, August) 47
Evaluation – Experimental Results
• Strong positive correlation (r = .92, p < .01) between L2 valence ratings and L1 valence ratings
• universality of emotional evaluation
• Weak positive correlation (r = .33, p < .01) between L2 valence ratings and L2 visual familiarity
• emotionality as an account for familiarity?
• U-shaped relationship between L2 valence ratings and reaction time
• processing advantage of emotion-laden words Kanazawa, Y. (2015a, August) 48
Limitations and Further Study • Limitations
• Number of participants
• Number of words
• Likart resolution
• Singularity of emotional dimension measured
• Further Study
• Making of extended JLE-ANEW database
• Investigating how emotional valence have an impact on L2 lexical memory (cf. Kanazawa, 2015b)
Kanazawa, Y. (2015a, August) 50
References • Alm, A. (2013). Extensive listening 2.0 with foreign language podcasts. Innovation in Language Learning and Teaching, 7 (3),
266-280.
• Asher, J. (1969). The total physical response approach to second language learning. Modern Language Journal, 53, 133-139.
• Biffle, C. (2013). Whole brain teaching for challenging kids (and the rest of your class, too). Yucaipa, CA: Author.
• Blakemore, S. –J. and Frith, U. (2005). The learning brain: Lessons for education. Oxford: Blackwell Publishing Ltd.
• Bradley, M. M., and Lang, P. J. (1994). Measuring emotion: The self-assessment manikin and the semantic differential. Journal of Behavior Therapy and Experimental Psychology, 25 (1), 49-59.
• Bradley, M. M., and Lang, P. J. (1999). Affective norms for English words (ANEW): Instruction manual and affective ratings. Technical Report C-1, The Center for Research in Psychophysiology, University of Florida.
• Bradley, M. M., and Lang, P. J. (2000). Measuring emotion: Behavior, feeling, and physiology. In R. D. Lane and L. Nadel (Eds.), Cognitive neuroscience of emotion (pp. 242-276). New York: Oxford University Press.
• Ciompi, L. (1997). Die emotionalen Grundlagen des Denkens. Gottingen: Vandenhoeck & Reprecht.
• Coltheart, M., Rastle, K., Perry, C., Langdon, R., and Ziegler, J. (2001). DRC: A dual cascaded model of visual word recognition and reading aloud. Psychological Review, 108 (1), 204-256.
Kanazawa, Y. (2015a, August) 51
References (cont.) • Craik, F. I. M. and Turving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of
Experimental Psychology, 104. 268-294.
• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
• Damasio, A. R. (1994). Descartes' Error: Emotion, Reason, and the Human Brain. New York: Putnam Publishing.
• D'Argembeau, A., Comblain, C., and van der Linden, A. (2005). Affective valence and the self-reference effect: Influence of retrieval conditions, British Journal of Psychology, 96, 457-466.
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• Ikari, Y. (2009). Ikita kotoba wo shutoku suru tameno eigokyoiku [English education for the acquisition of living language] (Doctoral dissertation). Osaka City Uniersity, Osaka.
Kanazawa, Y. (2015a, August) 52
References (cont.) • Kanazawa, Y. (2015a, August). Emotional valence and L2 lexical processing: The making of L2 experimental word list for
Japanese learners of English. Paper presented at the sixth joint Foreign Language Education and Technology Conference (FLEAT-VI), Harvard University, Boston.
• Kanazawa, Y. (2015b, August). Emotional valence and L2 lexical recall memory: An experimental study with Japanese learners of English. Paper presented at the 55th National Convention of the Japan Association for Language Education & Technology, Senri Life Science Center, Osaka.
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References (cont.) • McGaugh, J. L. (2003). Memory and emotion: The making of lasting memories. London: Weidenfeld & Nicolson.
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Kanazawa, Y. (2015a, August) 54
References (cont.) • Scherer, K. R. (2009). Emotions are emergent processes: They require a dynamic computational architecture. Philosophical
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