Linguistic Approaches to Emotions in Context -- Editorial page -- Title page -- LCC data -- Table of contents -- Linguistic approaches to emotion in context -- 1. Introduction -- 2. Theoretical and methodological highlights -- 3. From the individual feeling to the collective meaning -- 4. Emotion in use -- Acknowledgements -- References -- Part I. Emotion, philosophy and language -- Emotions -- 1. Introduction -- 2. Learning as the place of investigation -- 3. Emotion as a rich source of "language-games" -- 4. Conclusion -- Notes -- References -- Passion, a forgotten feeling -- 1. Introduction -- 2. The three paradigms -- 3. The explications of emotion, Lat. passio and Lat. affectus -- 4. The analysis of the CCS lexis of mental-sentient dynamics -- 5. Conclusion -- Notes -- Abbreviations of the sources -- References -- Part II. Expressing and interpreting emotion -- On "Disgust" -- 1. Introduction -- 2. Why disgust? -- 3. Describing emotional meanings using the NSM method -- 4. English disgusted (with) vs. disgusting -- 5. Interjections of "disgust": Ugh! and Yuck! -- 6. Investigating disgust-like emotions across languages -- Appendix -- Notes -- Acknowledgements -- References -- A corpus-based construction of emotion verb scales -- 1. Introduction -- 2. Emotion verbs -- 3. Lexical-semantic patterns -- 4. Ordering verbs of emotion on a scale -- 5. Experimental validation -- 6. Limitations -- 7. Related work -- 8. Future work and applications -- 9. Conclusion -- Notes -- References -- Patterns of allocentric emotional expressions, a contrastive study -- 1. Introduction -- 2. Theoretical assumptions -- 3. Corpora and methodology -- 4. Pattern description -- 5. Pattern functioning -- 6. Discussion -- 7. Conclusion -- Notes -- References -- Databases -- The expression of emotions in conditionals -- 1. Introduction -- 2. Emotions -- 3. Analysis.

4. Discussion -- 5. Conclusion -- Notes -- References -- Appendix -- Conceptual metaphors of anger in popularized scientific texts -- 1. Introduction -- 2. Methodology: Quantitative and qualitative data of the corpus -- 3. Preliminary assumptions -- 4. Analysis of examples and results -- 5. Conclusions -- Notes -- References -- Appendix 1 -- Appendix 2 -- Bad feelings in context -- 1. Introduction -- 2. Theoretical framework -- 3. Anger and hatred in context -- 4. Written corpus, results, discussion -- 5. Oral corpus, results and discussion -- 6. Discussion -- 7. Conclusion: Cultural knowledge as a shared cognitive space -- Notes -- References -- Primary sources -- Part III. Doing emotion -- Emotions and prosodic structure -- 1. Introduction -- 2. The respiratory cycle -- 3. The source-filter model of phonation -- 4. Prosodic structure -- 5. Categories of emotions -- 6. Prosodic morphing of emotions -- 7. Conclusion -- References -- Prosody and emotion in Greek -- 1. Introduction -- 2. Methodology -- 3. Results -- 4. Discussion -- 5. Conclusion -- Acknowledgments -- Notes -- References -- Cross-cultural perception of some Japanese politeness and impoliteness expressions -- 1. Introduction -- 2. Japanese prosodic expression of politeness and impoliteness -- 3. Experimental setup -- 4. Analysis of perception results -- 5. Discussion and conclusions -- Acknowledgements -- References -- Part IV. Pragmatic use of emotion -- Verbal aggressiveness or cooperative support? -- 1. Introduction -- 2. Research background -- 3. Observation and analysis of the data -- 4. Summary and conclusion -- Notes -- References -- Appendix -- Transcription symbols -- 'I must do everything to eliminate my negative attitude' -- 1. Introduction -- 2. Studying emotions and attitudes in medical discourse -- 3. Method and research design -- 4. Analysis -- 5. Conclusions -- Notes.

References -- Appendix -- Language learning and making the mundane special -- 1. Background -- 2. Defining emotional investment -- 3. Identifying emotion in narrative accounts -- 4. Making the mundane special: Implications for pedagogy -- Concluding remarks -- Notes -- References -- Name index -- Subject index.

In this article I examine ways in which emotional distance is narrated in autobiographical accounts of language learning and then I suggest how these insights might inform the pedagogic goal of integrating creativity and emotion in language teaching. Citing extracts from autobiographical interviews (with British adults who had learnt French or German) I show how learners valorize the language learning experience, both linguistically (through ludic engagement with new semiotic resources) and culturally (through self-positioning as cosmopolitan outsiders). My claim is that this type of narrative analysis may help us to understand how some learners construct and negotiate interactions with foreign language, not based on communicative efficacy but on engagement with the symbolic aspects of wordplay and reconfiguring one' s relationship with language.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2018. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.