María Jesús Sánchez
Biographic Data
| ID | 3898359 |
|---|---|
| NAME | María Jesús Sánchez |
| GIVEN NAMES | María Jesús |
| FAMILY NAME | Sánchez |
| SIGNATURE | SÁNCHEZ M J |
| AFFILIATIONS | Universidad de Salamanca |
| ORCID | 0000-0003-0907-4746 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Edad de adquisición de palabras emocionales en Inglés lengua extranjera
Este trabajo investiga a qué edad estudiantes de inglés como lengua extranjera (EFL) adquieren palabras inglesas frecuentes y emocionales (positivas y negativas). Más concretamente, estudia si el hecho de haber asistido a programas bilingües influye en la edad de adquisición (AoA) de las palabras. Un total de 124 estudiantes españoles de EFL de niveles B1/B2 y C1 y con y sin experiencia bilingüe valoraron subjetivamente la AoA de palabras inglesa…
Bridging the Gap Between L1 and L2
Foreign languages are often learnt in formal and disembodied environments which may limit the emotional resonance of their vocabulary and their pragmatic usage in real‐life communication. In a context of English as a foreign language (EFL), this study examines whether elaborative processing as a teaching strategy leads to changes in the affective evaluation of English words and thus enhances the acquisition of emotional vocabulary. A pre‐test/pos…
Syntactic and emotional interplay in second language
Previous research has demonstrated the influence of emotions during linguistic processing, indicating the interactivity of both processes in the brain. However, little is known regarding such interplay in a second language (L2). This study addressed this question by examining the reading effects of syntactic violations while processing L2 emotional and neutral statements. Forty-six Spanish-English bilinguals with various levels of L2 proficiency …
Code-Switching, Language Emotionality and Identity in Junot Díaz’s “Invierno”
Code-switching (CS) is a linguistic activity typical of bilingual speakers, and thus, a central feature characterising Latino/a literature. The present study reads Junot Díaz’s “Invierno,” a short story from This Is How You Lose Her (2012), with a focus on the oral code-switches that the bilingual Latino/a characters make from English—their second language (L2)—to Spanish—their first language (L1). More specifically, it explores the relationship …
Emotion(less) textbooks? An investigation into the affective lexical content of EFL textbooks
Emotions as a linguistic category
The study assesses the extent to which Spanish students of English as a foreign language (EFL) at a B1+ level (CEFR) are able to communicate in English (target language) joy, sadness, fear, and anger emotions. It focuses on perception, by investigating learners’ ability to recognise these emotions in a reading task, and production, by examining the linguistic resources used to conceptualise and express them in a written task. The participants, 99…
A note on Visions of Henkin
Visions of Henkin
The Efficacy of Context and Cognitive Expert Patterns in Academic Vocabulary Learning
This research intends to detect which instruction is most advisable for unknown English academic terms in first course students of English Philology. Fot this purpose it evaluates whether or not the context, with a small number of encounters (6) is superior to the visual help (expert cognitive pattern), obtained with the Pathfinder procedure (Schvaneveldt, Durso and Dearholt, 1989; Schvaneveldt, 1990; Thompson, Gomez and Schvaneveldt, 2000), when…
Convertirse en anoréxico/a
aprendizaje del euskera un caso que permita extrapolar algunos de los hallazgos sobre las identidades debiles a otros ambitos? O, por el contrario, ?no hara la singularidad del caso estudiado que esos hallazgos no puedan ser generalizados, ni siquiera para establecer una teoria de alcance medio? Hay sobradas razones para mantener la especificidad del caso estudiado. La dificultad objetiva de aprender el euskera para los adultos castellano-parlant…
Effect of instruction with expert patterns on the lexical learning of English as a foreign language
Emotions as a linguistic category
The study assesses the extent to which Spanish students of English as a foreign language (EFL) at a B1+ level (CEFR) are able to communicate in English (target language) joy, sadness, fear, and anger emotions. It focuses on perception, by investigating learners’ ability to recognise these emotions in a reading task, and production, by examining the linguistic resources used to conceptualise and express them in a written task. The participants, 99…
Emotion(less) textbooks? An investigation into the affective lexical content of EFL textbooks
Syntactic and emotional interplay in second language
Previous research has demonstrated the influence of emotions during linguistic processing, indicating the interactivity of both processes in the brain. However, little is known regarding such interplay in a second language (L2). This study addressed this question by examining the reading effects of syntactic violations while processing L2 emotional and neutral statements. Forty-six Spanish-English bilinguals with various levels of L2 proficiency …
Effect of instruction with expert patterns on the lexical learning of English as a foreign language
Effect of instruction with expert patterns on the lexical learning of English as a foreign language
Convertirse en anoréxico/a
aprendizaje del euskera un caso que permita extrapolar algunos de los hallazgos sobre las identidades debiles a otros ambitos? O, por el contrario, ?no hara la singularidad del caso estudiado que esos hallazgos no puedan ser generalizados, ni siquiera para establecer una teoria de alcance medio? Hay sobradas razones para mantener la especificidad del caso estudiado. La dificultad objetiva de aprender el euskera para los adultos castellano-parlant…
The Efficacy of Context and Cognitive Expert Patterns in Academic Vocabulary Learning
This research intends to detect which instruction is most advisable for unknown English academic terms in first course students of English Philology. Fot this purpose it evaluates whether or not the context, with a small number of encounters (6) is superior to the visual help (expert cognitive pattern), obtained with the Pathfinder procedure (Schvaneveldt, Durso and Dearholt, 1989; Schvaneveldt, 1990; Thompson, Gomez and Schvaneveldt, 2000), when…
Visions of Henkin
A note on Visions of Henkin
Emotions as a linguistic category
The study assesses the extent to which Spanish students of English as a foreign language (EFL) at a B1+ level (CEFR) are able to communicate in English (target language) joy, sadness, fear, and anger emotions. It focuses on perception, by investigating learners’ ability to recognise these emotions in a reading task, and production, by examining the linguistic resources used to conceptualise and express them in a written task. The participants, 99…
Code-Switching, Language Emotionality and Identity in Junot Díaz’s “Invierno”
Code-switching (CS) is a linguistic activity typical of bilingual speakers, and thus, a central feature characterising Latino/a literature. The present study reads Junot Díaz’s “Invierno,” a short story from This Is How You Lose Her (2012), with a focus on the oral code-switches that the bilingual Latino/a characters make from English—their second language (L2)—to Spanish—their first language (L1). More specifically, it explores the relationship …
Emotion(less) textbooks? An investigation into the affective lexical content of EFL textbooks
Edad de adquisición de palabras emocionales en Inglés lengua extranjera
Este trabajo investiga a qué edad estudiantes de inglés como lengua extranjera (EFL) adquieren palabras inglesas frecuentes y emocionales (positivas y negativas). Más concretamente, estudia si el hecho de haber asistido a programas bilingües influye en la edad de adquisición (AoA) de las palabras. Un total de 124 estudiantes españoles de EFL de niveles B1/B2 y C1 y con y sin experiencia bilingüe valoraron subjetivamente la AoA de palabras inglesa…
Bridging the Gap Between L1 and L2
Foreign languages are often learnt in formal and disembodied environments which may limit the emotional resonance of their vocabulary and their pragmatic usage in real‐life communication. In a context of English as a foreign language (EFL), this study examines whether elaborative processing as a teaching strategy leads to changes in the affective evaluation of English words and thus enhances the acquisition of emotional vocabulary. A pre‐test/pos…
Syntactic and emotional interplay in second language
Previous research has demonstrated the influence of emotions during linguistic processing, indicating the interactivity of both processes in the brain. However, little is known regarding such interplay in a second language (L2). This study addressed this question by examining the reading effects of syntactic violations while processing L2 emotional and neutral statements. Forty-six Spanish-English bilinguals with various levels of L2 proficiency …
Psychology (7 works) · Linguistics (6 works) · Computer Science (5 works) · Philosophy (5 works) · Second Language Acquisition and Learning (5 works) · Vocabulary (5 works) · Language, Metaphor, and Cognition (4 works) · Artificial Intelligence (3 works) · Language, Discourse, Communication Strategies (3 works) · Action Observation and Synchronization (2 works)