LEARNING EMOTION WORDS IN BEGINNER SPANISH TEXTBOOKS

Resumé

This study investigates the presentation and distribution of emotion words in beginner-level Spanish L2 textbooks, focusing on the presence of positivity bias and the types of emotion words included. Previous research has indicated that positive words are learned earlier and used more frequently than negative words, leading to the hypothesis that L2 pedagogical materials might reflect this trend. Four widely-used beginner Spanish textbooks from major publishers were analyzed to determine the frequency and types of emotion words presented. The analysis revealed that emotion words constitute a small portion of the total vocabulary in these textbooks, with only 2.5% of the words being emotion-related. Both positive and negative emotion words were equally represented, with 32 types of each, and their occurrences were comparable, suggesting no significant positivity bias in the textbooks. This balanced distribution of emotional words is beneficial for L2 learners, providing them with a comprehensive range of emotional expressions necessary for effective communication. The study also examined the thematic focus and progression of emotion vocabulary across the textbooks. Common themes such as health and well-being, leisure and modern life, and family and relationships were identified as contexts where emotion words are frequently introduced. The textbooks generally introduced basic emotion words early in the course, with a gradual increase in complexity as students progressed. This pedagogical approach ensures that learners build a solid foundation of emotion vocabulary, which is expanded upon as they advance in their studies. A detailed semantic analysis of the emotion words revealed that positive emotion words exhibited more semantic uniformity, often related to the basic concept of happiness. In contrast, negative emotion words displayed a wider range of semantic traits, including complex emotions such as boredom, anxiety, jealousy, and hatred. This diversity in negative emotion vocabulary suggests that the textbooks effectively introduce various negative emotions appropriate for beginner-level learners. The findings of this study have several pedagogical implications. First, the balanced presentation of positive and negative emotion words in textbooks supports the development of comprehensive emotional expression skills in L2 learners. Educators are encouraged to create supportive learning environments where students can practice using emotion vocabulary in context, through activities such as role-playing, discussions, and writing exercises. Additionally, the study highlights the importance of cultural context in teaching emotion words, suggesting that instructors should incorporate cultural differences in emotional expression to enhance learners' understanding and avoid misunderstandings. Furthermore, the study suggests that traditional one-to-one translation methods in textbooks may not fully capture the nuances of emotion vocabulary. To address this, educators should provide authentic contexts and scenarios for students to practice emotion words, helping them grasp the cultural meanings and differences between L1 and L2. The use of language learning apps and authentic materials such as movies and videos can also enhance the learning experience by providing real-life examples of emotional expression. In conclusion, this study provides valuable insights into the presentation of emotion words in beginner Spanish L2 textbooks, highlighting the need for balanced and contextually rich pedagogical approaches to support the development of emotional vocabulary in L2 learners. Future research should expand the analysis to a larger number of textbooks to validate these findings and explore additional strategies for teaching emotion words effectively.

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