Construction of Unsupervised Prose Text Emotional Lexicon Based on Multidimensional Fusion

The aims of this research is to analyse about the differences of emotional lexicon used by male and female communication in South Kuta-Bali when they used Balinese language in their daily interaction. The scope of male and female is closely related to the social behavior which includes the social identity of male and female in society and this becomes the basis of how the language is used in this context of social. This research is interested to uncover more how people use language in terms of expressing their emotional in social interaction. This study is a sociolinguistic approach used the theory from Hickey, Raymon (2010). The data source in this study is the south Kuta community who use Balinese language in social interactions. The Data collection is done by observation, interview, recording and note taking and descriptive qualitative method is applied to analyze the data. The result of the analysis found that the emotional lexical is used by the male and female in their social interaction, it could mention that both Augmentatives and Euphemisms is used by male and female in their social interaction however the augmentative is mostly used by female in informal occasion. Balinese female often used prohibition instead of imperative in expressing her idea about ordering someone to do something. In the other hand, the male directly used imperative sentence in ordering something. He usually does not use many awkwardness to say his point in a conversation. This may be considered that the male often go to the straight point when expressing his idea. Keywords: Emotional Lexicon, Male and Female

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Development and evaluation of an emotional lexicon system for young children

Microsystem Technologies ◽

10.1007/s00542-019-04425-z ◽

2019 ◽

Cited By ~ 1

Author(s):

Whei-Jane Wei

Keyword(s):

Young Children ◽

Emotional Lexicon

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Extending emotional lexicon for improving the classification accuracy of Chinese film reviews

Connection Science ◽

10.1080/09540091.2020.1782839 ◽

2020 ◽

pp. 1-20

Author(s):

Qiaoyun Wang ◽

Guangli Zhu ◽

Shunxiang Zhang ◽

Kuan-Ching Li ◽

Xiang Chen ◽

...

Keyword(s):

Classification Accuracy ◽

Chinese Film ◽

Film Reviews ◽

Emotional Lexicon

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Facial emotion labeling in language impaired children

Applied Psycholinguistics ◽

10.1017/s0142716411000063 ◽

2011 ◽

Vol 32 (4) ◽

pp. 781-798 ◽

Cited By ~ 7

Author(s):

MARYSE DELAUNAY-EL ALLAM ◽

MICHÈLE GUIDETTI ◽

YVES CHAIX ◽

JUDY REILLY

Keyword(s):

Language Impairment ◽

Specific Language Impairment ◽

Facial Emotion ◽

Basic Emotions ◽

Language Impaired ◽

Fine Grained ◽

Semantic Fields ◽

Global Identification ◽

Impaired Children ◽

Emotional Lexicon

ABSTRACTThe few studies that have investigated emotion labeling in children with specific language impairment (SLI) have generally focused on global identification performances and appear contradictory. The current study is a fine-grained examination of how children with SLI and typical peers differ in the accuracy of their emotional lexicon use. Children underwent a free labeling task of five basic emotions expressed by still face photographs. Results revealed that children with SLI were less accurate in their label use than typical children. However, pattern of confusions between the two groups differed only by a confusion between sadness and anger displayed by the SLI group. It is argued that this emotion labeling deficiency may rely on semantic fields overlap.

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L’APPRENTISSAGE DU DIALOGUE D’UN EXTRAIT DE FILM PAR DES APPRENANTS DE FLE : L’EFFET DU LEXIQUE DES EMOTIONS SUR LES PROCESSUS COGNITIFS DE MEMORISATION

FRANCISOLA ◽

10.17509/francisola.v2i2.9406 ◽

2017 ◽

Vol 2 (2) ◽

pp. 144

Author(s):

Claire DEL OLMO

Keyword(s):

Experimental Study ◽

Foreign Language ◽

Language Teaching ◽

Foreign Language Teaching ◽

Pedagogical Tools ◽

The Creation ◽

Linguistic Structures ◽

Emotional Lexicon ◽

Chinese Subjects ◽

Selection Of

RÉSUMÉ. Depuis 2010, les didacticiens spécialisés dans l’enseignement/apprentissage des Langues Etrangères (LE) s’intéressent aux émotions. Nous suivons leur lignée. Dans cet article, nous présentons une recherche qui s’inscrit en didactique cognitive des LE. Nous appréhendons la manière dont les apprenants de Français Langue Etrangère mémorisent les informations verbales d’un extrait de film, dont le dialogue contient des mots du champ lexical des émotions. Afin d’observer ce phénomène, nous réalisons une étude expérimentale auprès de 13 sujets chinois, de niveau B2 en français. Dans un premier temps, les sujets apprennent le dialogue d’un extrait filmique afin de le théâtraliser. Une semaine plus tard, nous leur demandons de rappeler le dialogue. Les résultats montrent que les sujets mémorisent mieux les parties du dialogue qui sont affectivement chargées, avec du lexique des émotions. Ces résultats ont des implications claires quant à la création de matériel pédagogique ou la sélection de supports pour ceux qui souhaitent optimiser les processus cognitifs de mémorisation des apprenants et favoriser l’acquisition du vocabulaire, de structures linguistiques.Mots-clés : cognition, dialogue, FLE, lexique des émotions, mémorisation ABSTRACT. Since 2010, the didacticians specialized on foreign language teaching are working on emotions. Our reflexion fits into this framework. This article presents a cognitive didactics research on foreign language. It deals with how learners memorize the dialogue of a film extract when this dialogue has emotional lexicon. In order to observe this phenomenon, an experimental study was conducted to 13 chinese subjects with a B2 level in french. First, the participants learn the dialogue of an extract in order to play the scene. A week later, they are asked to remember the dialogue. The results show that the participants memorize more the part of the dialogue with emotional lexicon. This results have clear implications for the creation of pedagogical tools and the selection of tools for people who want to improve the learner’s cognitive memorization process and the acquisition of vocabulary and linguistic structures. Keywords : cognition, french as a foreign language, emotional lexicon, memorization.

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