The Emotion and Imagery Characterizing the Vocabularies of Special Englishes Designed for Later Language Learners

Cynthia Whissell

doi:doi:10.11648/j.ijll.20150306.19

| Peer-Reviewed

The Emotion and Imagery Characterizing the Vocabularies of Special Englishes Designed for Later Language Learners

Cynthia Whissell

Published in International Journal of Language and Linguistics (Volume 3, Issue 6)

Received: 16 July 2015 Accepted: 16 October 2015 Published: 3 November 2015

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Two Special Englishes designed for later language learners – Ogden’s Basic English and the Voice of America’s Simple English – propose the use of a limited English vocabulary. The emotional associations, abstraction, length, and frequency of vocabulary words in these two systems were studied in comparison to Everyday English. Not surprisingly, the limited vocabularies of the two Special Englishes contained shorter and more common words than Everyday English. The Special Englishes were both more pleasant in their associations than Everyday English and more concrete (less abstract). Simple English was more active and arousing in its associations while Basic English was less so. It is suggested that teachers of later learners should be aware of the ways in which limited vocabularies skew the emotional connotations of texts and differentiate experiences of later language learners from those of more experienced users.

Published in	International Journal of Language and Linguistics (Volume 3, Issue 6)
DOI	10.11648/j.ijll.20150306.19
Page(s)	372-376
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Later Language Learners, English, Emotion

References

[1]	Caldwell-Harris, Catherine. “How knowing a foreign language can improve your decisions.” Scientific American, 2012, http://www.scientificamerican.com/article/foreign-language-improve-decisions/.
[2]	Caldwell-Harris, Catherine. “Emotionality differences between a native and foreign language: theoretical implications.” Frontiers in Psychology, 2015, Article 1055.
[3]	Crystal, David. English as a Global Language, 2^nd edition. Cambridge, UK, Cambridge University Press, 2003.
[4]	Ferré, Pilar, Ventura, David, Comesaña, Montserrat, & Fraga, Isabel. “The role of emotionality in the acquisition of new concrete and abstract words.” Frontiers in Psychology, 2015, Article 976.
[5]	Iseke-Barnes, Judy M. “Politics and power of languages: indigenous resistance to colonizing experiences of language dominance.” Journal of Thought, 2004, 39, 45-81.
[6]	Kuhn, Tobias. “A survey and classification of controlled natural languages.” Computational Linguistics, 2014, 40, 121-170.
[7]	Lo Bianco, Joseph. “Invented languages and new worlds.” English Today, 2004, 20, 8-18.
[8]	Osgood, Charles E. “On the whys and wherefores of E, P, and A.” Journal of Personality and Social Psychology, 1969, 12, 194-199.
[9]	Paivio, Allan. Mind and its Evolution: a Dual Coding Theoretical Approach. Mahwah, New Jersey, Erlbaum, 2007.
[10]	Rowse, Arthur E. Amglish, in like, ten easy lessons: a celebration of the new world lingo. Maryland, Rowman & Littlefield, 2011.
[11]	Russell, James A. “Evidence of convergent validity on the dimensions of affect.” Journal of Personality and Social Psychology, 1978, 36, 1152-1168.
[12]	Templar, Bill. “Revitalizing ‘Basic English’ in Asia: new directions in English as a lingua franca. TESL Reporter, 2006, 39, 17-33.
[13]	Whissell, Cynthia. “A parsimonious technique for the analysis of word-use patterns in English texts and transcripts. Perceptual and Motor Skills, 1998, 86, 595-613.
[14]	Whissell, Cynthia. “Using the revised Dictionary of Affect in Language to quantify the emotional undertones in samples of natural language.” Psychological Reports, 2009, 105, 509-521.

Cite This Article

Plain Text BibTeX RIS

APA Style

Cynthia Whissell. (2015). The Emotion and Imagery Characterizing the Vocabularies of Special Englishes Designed for Later Language Learners. International Journal of Language and Linguistics, 3(6), 372-376. https://doi.org/10.11648/j.ijll.20150306.19

Copy | Download

ACS Style

Cynthia Whissell. The Emotion and Imagery Characterizing the Vocabularies of Special Englishes Designed for Later Language Learners. Int. J. Lang. Linguist. 2015, 3(6), 372-376. doi: 10.11648/j.ijll.20150306.19

Copy | Download

AMA Style

Cynthia Whissell. The Emotion and Imagery Characterizing the Vocabularies of Special Englishes Designed for Later Language Learners. Int J Lang Linguist. 2015;3(6):372-376. doi: 10.11648/j.ijll.20150306.19

Copy | Download

@article{10.11648/j.ijll.20150306.19,
  author = {Cynthia Whissell},
  title = {The Emotion and Imagery Characterizing the Vocabularies of Special Englishes Designed for Later Language Learners},
  journal = {International Journal of Language and Linguistics},
  volume = {3},
  number = {6},
  pages = {372-376},
  doi = {10.11648/j.ijll.20150306.19},
  url = {https://doi.org/10.11648/j.ijll.20150306.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20150306.19},
  abstract = {Two Special Englishes designed for later language learners – Ogden’s Basic English and the Voice of America’s Simple English – propose the use of a limited English vocabulary. The emotional associations, abstraction, length, and frequency of vocabulary words in these two systems were studied in comparison to Everyday English. Not surprisingly, the limited vocabularies of the two Special Englishes contained shorter and more common words than Everyday English. The Special Englishes were both more pleasant in their associations than Everyday English and more concrete (less abstract). Simple English was more active and arousing in its associations while Basic English was less so. It is suggested that teachers of later learners should be aware of the ways in which limited vocabularies skew the emotional connotations of texts and differentiate experiences of later language learners from those of more experienced users.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - The Emotion and Imagery Characterizing the Vocabularies of Special Englishes Designed for Later Language Learners
AU  - Cynthia Whissell
Y1  - 2015/11/03
PY  - 2015
N1  - https://doi.org/10.11648/j.ijll.20150306.19
DO  - 10.11648/j.ijll.20150306.19
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 372
EP  - 376
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20150306.19
AB  - Two Special Englishes designed for later language learners – Ogden’s Basic English and the Voice of America’s Simple English – propose the use of a limited English vocabulary. The emotional associations, abstraction, length, and frequency of vocabulary words in these two systems were studied in comparison to Everyday English. Not surprisingly, the limited vocabularies of the two Special Englishes contained shorter and more common words than Everyday English. The Special Englishes were both more pleasant in their associations than Everyday English and more concrete (less abstract). Simple English was more active and arousing in its associations while Basic English was less so. It is suggested that teachers of later learners should be aware of the ways in which limited vocabularies skew the emotional connotations of texts and differentiate experiences of later language learners from those of more experienced users.
VL  - 3
IS  - 6
ER  -

Copy | Download

Author Information

Cynthia Whissell

Psychology Department, Laurentian University, Sudbury, Ontario, Canada

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Cynthia Whissell. (2015). The Emotion and Imagery Characterizing the Vocabularies of Special Englishes Designed for Later Language Learners. International Journal of Language and Linguistics, 3(6), 372-376. https://doi.org/10.11648/j.ijll.20150306.19

Copy | Download

ACS Style

Cynthia Whissell. The Emotion and Imagery Characterizing the Vocabularies of Special Englishes Designed for Later Language Learners. Int. J. Lang. Linguist. 2015, 3(6), 372-376. doi: 10.11648/j.ijll.20150306.19

Copy | Download

AMA Style

Cynthia Whissell. The Emotion and Imagery Characterizing the Vocabularies of Special Englishes Designed for Later Language Learners. Int J Lang Linguist. 2015;3(6):372-376. doi: 10.11648/j.ijll.20150306.19

Copy | Download

@article{10.11648/j.ijll.20150306.19,
  author = {Cynthia Whissell},
  title = {The Emotion and Imagery Characterizing the Vocabularies of Special Englishes Designed for Later Language Learners},
  journal = {International Journal of Language and Linguistics},
  volume = {3},
  number = {6},
  pages = {372-376},
  doi = {10.11648/j.ijll.20150306.19},
  url = {https://doi.org/10.11648/j.ijll.20150306.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20150306.19},
  abstract = {Two Special Englishes designed for later language learners – Ogden’s Basic English and the Voice of America’s Simple English – propose the use of a limited English vocabulary. The emotional associations, abstraction, length, and frequency of vocabulary words in these two systems were studied in comparison to Everyday English. Not surprisingly, the limited vocabularies of the two Special Englishes contained shorter and more common words than Everyday English. The Special Englishes were both more pleasant in their associations than Everyday English and more concrete (less abstract). Simple English was more active and arousing in its associations while Basic English was less so. It is suggested that teachers of later learners should be aware of the ways in which limited vocabularies skew the emotional connotations of texts and differentiate experiences of later language learners from those of more experienced users.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - The Emotion and Imagery Characterizing the Vocabularies of Special Englishes Designed for Later Language Learners
AU  - Cynthia Whissell
Y1  - 2015/11/03
PY  - 2015
N1  - https://doi.org/10.11648/j.ijll.20150306.19
DO  - 10.11648/j.ijll.20150306.19
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 372
EP  - 376
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20150306.19
AB  - Two Special Englishes designed for later language learners – Ogden’s Basic English and the Voice of America’s Simple English – propose the use of a limited English vocabulary. The emotional associations, abstraction, length, and frequency of vocabulary words in these two systems were studied in comparison to Everyday English. Not surprisingly, the limited vocabularies of the two Special Englishes contained shorter and more common words than Everyday English. The Special Englishes were both more pleasant in their associations than Everyday English and more concrete (less abstract). Simple English was more active and arousing in its associations while Basic English was less so. It is suggested that teachers of later learners should be aware of the ways in which limited vocabularies skew the emotional connotations of texts and differentiate experiences of later language learners from those of more experienced users.
VL  - 3
IS  - 6
ER  -

Copy | Download