Frontiers in human neuroscience · 2025
Emotion, proficiency, and arousal: exploring speech and physiological responses in Chinese ESL learners.
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Wu Mengjiao, Roche Jennifer M
Аннотация
INTRODUCTION: The coordination and expression of cultural specific affective cues during speech production in a second language (L2) reflects pragmatic adaptation, which is a critical step toward learning and achieving broader pragmatic competence. Embodied cognition provides a framework for understanding how cognitive and emotional processes shape L2 expression.
OBJECTIVE: This study examined how immersive language experience influences pragmatic adaptation through the vocal expression of affect and physiological arousal in Chinese ESL learners.
METHODS: Acoustic analysis and electrodermal activity (EDA) measurements were used to assess affectively valenced word production in speakers with varying levels of immersive English experience.
RESULTS: High-immersion speakers exhibited greater pitch, intensity, and duration variation, enhancing emotional expressivity. Low-immersion speakers showed constrained vocal patterns and significantly higher physiological arousal, likely due to increased cognitive demands and anxiety.
DISCUSSION: These findings highlight the impact of L2 proficiency on affective language embodiment and the cognitive challenges faced by L2 learners. This study offers novel insights by considering a pictorial character-based language, broadening our understanding of emotion-language interaction. Findings have implications for second-language education, cross-cultural communication, and bilingual speech therapy.
OBJECTIVE: This study examined how immersive language experience influences pragmatic adaptation through the vocal expression of affect and physiological arousal in Chinese ESL learners.
METHODS: Acoustic analysis and electrodermal activity (EDA) measurements were used to assess affectively valenced word production in speakers with varying levels of immersive English experience.
RESULTS: High-immersion speakers exhibited greater pitch, intensity, and duration variation, enhancing emotional expressivity. Low-immersion speakers showed constrained vocal patterns and significantly higher physiological arousal, likely due to increased cognitive demands and anxiety.
DISCUSSION: These findings highlight the impact of L2 proficiency on affective language embodiment and the cognitive challenges faced by L2 learners. This study offers novel insights by considering a pictorial character-based language, broadening our understanding of emotion-language interaction. Findings have implications for second-language education, cross-cultural communication, and bilingual speech therapy.