Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa / Autor no autoriza el acceso a texto completo de su documento. / The present two-fold theoretical research attempts to firstly identify the
emotions that emerge in the oral narratives of twelve pre-service English teachers
about their learning experience and, secondly, to examine their linguistic
instantiation. The analysis was centred upon how the twenty two emotions, as
defined by Ortony, Clore, & Collins (1988), relate to specific events, agents and
objects involved in this experience of learning English in tertiary education. A
secondary step was to analyse the emotion-indexed utterances and recognise
lexical and discursive patterns across the corpus. The results showed a slight
increase in the display of negative emotions across participants, which can be
interpreted through linguistic theory of cultural scripts. It was also revealed from the
data the occurrence of reproach as the highest cued emotion associated to
classmates and teachers, yielding insightful reflections as to the role of those agents
in the learning experience and identity construction. Finally, the discussion on the
interplay of emotions, multiple functions and concept metaphors for emotions helped
elucidate on the long-held debate over linguistic relativism or universality of
emotions.
| Identifer | oai:union.ndltd.org:UCHILE/oai:repositorio.uchile.cl:2250/130141 |
| Date | January 2014 |
| Creators | Tironi Contreras, Angela |
| Contributors | Atoofi, Saeid, Facultad de Filosofía y Humanidades, Escuela de Postgrado, Departamento de Lingüística |
| Publisher | Universidad de Chile |
| Source Sets | Universidad de Chile |
| Language | en_US |
| Detected Language | English |
| Type | Tesis |
Page generated in 0.0042 seconds