"Researchers in the field of second language acquisition continue to establish links between cognition and emotion (Dewaele, 2013; MacIntyre, 2002; MacIntyre & Gardner, 1989, 1991b, 1994; Segalowitz & Trofimovich, 2011). The purpose of the present study is to investigate to what extent physiological and self-report measures predict vocabulary language learning. This present study is inspired by hot cognition, cognitive processing influenced by emotions (Brand, 1987; Pekrun, 2006; Wolfe, 2006)... Show more"Researchers in the field of second language acquisition continue to establish links between cognition and emotion (Dewaele, 2013; MacIntyre, 2002; MacIntyre & Gardner, 1989, 1991b, 1994; Segalowitz & Trofimovich, 2011). The purpose of the present study is to investigate to what extent physiological and self-report measures predict vocabulary language learning. This present study is inspired by hot cognition, cognitive processing influenced by emotions (Brand, 1987; Pekrun, 2006; Wolfe, 2006). Two groups of thirty-five adult language learners were placed in a negative experimental group or a neutral comparison group and exposed to a series of mood-inducing video-only film clips (Carvalho, Leite, Galdo-Álvarez, & Gonçalves, 2012) after which they learned the forms and meanings of 24 Indonesian concrete nouns. Participant physiological response measures (heart rate, heart rate variability, and skin conductance levels) were collected during baseline and film-viewing periods; additional data collected included periodic emotional self-reports, performance on immediate vocabulary-learning posttests, and a battery of anxiety questionnaires. Findings revealed that changes in heart rate and skin conductance levels influenced performance on the paired-associates vocabulary-learning task. Additionally, the skin conductance measure predicted vocabulary learning when the effects of mood induction and all other known individual differences were controlled for."--Page ii. Show less
