The Effect of the Cognitive-Emotional Dialectic on L2 Development: Enhancing Our Understanding of "Perezhivanie"

Autor/inn/en	Xu, Jinfen; Zhang, Shanshan
Titel	The Effect of the Cognitive-Emotional Dialectic on L2 Development: Enhancing Our Understanding of "Perezhivanie"
Quelle	In: Modern Language Journal, 107 (2023), S.161-178 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Jinfen) ORCID (Zhang, Shanshan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12823
Schlagwörter	Second Language Learning; Emotional Response; Japanese; Language Acquisition; Cognitive Processes; Student Motivation; Foreign Countries; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Emotionales Verhalten; Japaner; Japanisch; Sprachaneignung; Spracherwerb; Cognitive process; Kognitiver Prozess; Schulische Motivation; Ausland
Abstract	The affective turn in the second language (L2) acquisition literature has witnessed a shift from the periphery to a clear focus on emotions. Nevertheless, this shift tends to examine emotion separately from cognition. Vygotsky's "perezhivanie" provides a theoretical lens to explore the inextricable interconnectedness of emotion and cognition in a dialectical and nonreductionist way. This article investigates the concept of "perezhivanie" in two Chinese learners of L2 Japanese and its relevance for their language development. Data mainly collected through interviews and narrative journals were thematically analyzed. The study demonstrates how cognition and emotion dialectically foreground one another (i.e., one gains an upper hand over the other), thus shaping each learner's unique "perezhivanie" as they undertook to learn Japanese. The study showed that the two students had their own purposes for learning Japanese and that affect functioned as both facilitator and inhibitor of the learning processes. Interestingly, this study does not support the notion that negative affect results in a lack of development and that positive affect always leads to development. It also emphasizes that negative and positive affect constitute a dialectical process. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01