ICTFL 2011: “Was ist Liebe? Teaching the Language of Emotions”
Cori Crane, Ph.D. (ccrane@illinois.edu) and Jackie Sterling (jsterli2@illinois.edu)
Saturday, October 22, 2011
“Was ist Liebe?”
Teaching the Language of Emotions
(4) Focus on the Interpersonal Mode: Helping Learners to Engage with
Others in the L2
 Rethinking how we construct role-plays
Cori Crane and Jackie Sterling
University of Illinois at Urbana-Champaign
Research on Evaluative Language
From Cognitive Linguistics (e.g., Kövecses, 2002): Emotion Concepts
Popular frameworks for analyzing discourse of evaluative language
 Evaluation (e.g., Labov, 1972)
 Involvement (e.g., Tannen, 1984)
 Affect (e.g., Ochs & Schieffelin, 1989)
 Metadiscourse - Hedging (e.g., Hyland, 2000)
 Stance (e.g., Biber, 2006)
 Appraisal (e.g., Martin, 2000; Martin & White, 2005)
Illinois Council on the Teaching of Foreign Languages 2011
Tinley Park, IL
Saturday, October 22, 2011
** This presentation can be downloaded at the following website:
http://coricrane.weebly.com/recent--upcoming-presentations.html
The Appraisal Framework
(e.g., Martin, 2000; Martin & White, 2005; Hood, 2006)
** Special thanks to Carola Dwyer and Amanda Sheffer for their help in
developing the Kebab Connection instructional materials for German 102
that are included in this presentation.
(1) Attitude: Positive-negative values:
(a) Affect (feelings)
(b) Judgment (evaluations of human behavior)
(c) Appreciation (aesthetically-oriented evaluations)
Abstract
This session, designed for secondary and college-level FL teachers,
addresses an important yet often overlooked aspect of language proficiency:
the ability to read and express emotions and attitudes in another language.
An overview of frameworks to help teachers conceptualize what is meant
by affective language is first presented. Following this, different learning
activities to assist students in developing their ability to interpret and
express emotions in the L2 are offered.
(2) Graduation: up- and downgrading of values and propositional content:
(a) Force (strengthening or lessening of values)
(b) Focus (sharpening or blurring of values)
(3) Engagement: positioning of voices:
(a) Monoglossia (bare assertions)
(b) Heteroglossia, i.e., dialogically expanding vs. dialogically
contracting resources
Overview of Presentation
(1) Research on Evaluative and Emotional Language
 Frameworks for understanding evaluative language
 Recent findings from research on emotional language use
(2) Focus on the Interpretative Mode: Helping Learners to Interpret Feelings
and Attitudes in the L2
 Beginning German: Film Im Juli (Engl. In July)
 Beginning German: Film Kebab Connection
(3) Focus on the Presentational Mode: Helping Learners to Express Feelings
and Attitudes in the L2
 Intermediate German: Developing semantic fields for expressing
emotions in the personal letter genre
 Advanced German Literature Course: Writing love letters
Research on L2 Learning & Emotional Language
 Underuse of emotion vocabulary by L2 users (Dewaele & Pavlenko,
2002)
 Expression of negative feelings (thought to be) grammatically more
complex than positive ones (Davitz, 1969, cited in Rintell, 1990)
 Certain genres considered more saturated by affective and attitudinal
language: Personal letters (Besnier, 1995), narratives (Rothery &
Stenglin, 1997), academic essays (Hyland, 2000)
1
ICTFL 2011: “Was ist Liebe? Teaching the Language of Emotions”

Cori Crane, Ph.D. (ccrane@illinois.edu) and Jackie Sterling (jsterli2@illinois.edu)
Saturday, October 22, 2011
Analyzing attitudinal language can provide insights into cultural values
of language users (Crane, 2008)
2
ICTFL 2011: “Was ist Liebe? Teaching the Language of Emotions”
Cori Crane, Ph.D. (ccrane@illinois.edu) and Jackie Sterling (jsterli2@illinois.edu)
Saturday, October 22, 2011
Original German Scene from Kebab Connection
Gespräch zwischen Titzi und ihrer Mutter (25.46)
Translated German Scene from Kebab Connection
Conversation between Titzi and her mother (25.46)
Mutter:
Titzi:
Mutter:
Titzi:
Mutter:
Titzi:
Mutter:
Titzi:
Mutter:
Titzi:
Mutter:
Titzi:
Mutter:
Titzi:
Mom:
Mutter:
Titzi:
Mutter:
Titzi:
Mutter:
Titzi:
Mutter:
Titzi :
Mutter:
Titzi:
Mutter:
Titzi:
Mutter:
Nimm dir nachher ein paar Tiefkühlpizzen mit. Du isst zu wenig.
Ja. Du Mama?
Hast du ihn in letzter Zeit gesehen?
Wen?
Deinen Vater. Erzähl!
Nein!
Bitte.
Ich hab ihn nicht gesehen.
Du lügst.
Und du regst dich nur wieder auf.
Gut. Wie du meinst. Und sie? Hast du sie gesehen?
Wen?
Diese...Sabine.
Ja, letzten Monat, ganz zufällig. Wir wollten doch nicht mehr über
das Thema reden. Ich muss dir auch was sagen.
Und was hat sie gesagt?
Ich bin schwanger.
Diese blöde Kuh hängt meinem Mann ein Balg an.
Nein, Mama, ich, ich bin schwanger.
Oh Gott, Patrizia.
Was heißt denn oh Gott? Meine Güte, ich krieg’n Baby. Kann sich
vielleicht mal irgendjemand darüber freuen!
Ein Baby kriegt man von Männern und Männer....
... sind nicht alle wie Papa.
Ist es von Ibo?
Natürlich.
Hah.
Was? Mama!
Hast du schon mal ein’ Türken gesehen, der einen Kinderwagen
schiebt?
Titzi:
Mom:
Titzi:
Mom:
Titzi:
Mom:
Titzi:
Mom:
Titzi:
Mom:
Titzi:
Mom:
Titzi:
Mom:
Titzi:
Mom:
Titzi:
Mom:
Titzi:
Mom:
Titzi :
Mom:
Titzi:
Mom:
3
Take a couple frozen pizzas with you later. You aren‘t eating
enough.
Yeah. Mom?
Have you seen him recently?
Who?
Your father. Tell me!
No!
Go ahead.
I haven’t seen him.
You’re lying.
And you’ll just get upset.
Fine, whatever you say. And her? Have you seen her?
Who?
That...Sabine.
Yeah, last month, by chance. Didn’t we agree not to talk about
that? I have something to tell you.
And what did she say?
I’m pregnant.
That stupid cow is saddling my husband with her brat?
No, Mom, I’m the one who’s pregnant.
Oh God, Patricia!
What’s that supposed to mean? Jesus, I’m having a baby. Can
someone be happy for me?
You have babies from men, and men...
... aren’t all like Dad.
Is it Ibo’s?
Of course!
What? Mom!
Ever seen a Turkish guy with a baby carriage?
ICTFL 2011: “Was ist Liebe? Teaching the Language of Emotions”
Cori Crane, Ph.D. (ccrane@illinois.edu) and Jackie Sterling (jsterli2@illinois.edu)
Saturday, October 22, 2011
Kebab Connection: Gespräch zwischen Titzi und ihrer Mutter
Einleitung:
Wir sehen Titzis Mutter nur einmal im Film. Was macht Titzis Mutter? Vergleichen Sie sie mit
Ibos Mutter. Wie sieht sie aus und was tut sie gerade?
Kebab Connection: Conversation between Titzi and her Mother
Introduction:
We only see Titzi’s mother once in the movie. What does her mother do? Compare her with
Ibo’s mother. What does she look like and what is she currently doing?
Diskussion:
Besprechen Sie die folgenden Fragen in Ihrer Gruppe.
Discussion:
Discuss the following questions in your group.
1.
1.
Eine typische Mutter ist besorgt um ihre Kinder. Deshalb denkt die Mutter, Titzi isst zu
wenig und sie soll Pizza mitnehmen. Was bedeutet besorgt sein?
(a) concerned
2.
(b) happy
(a) concerned
(b) Ihr Ehemann ist tot.
2.
(c) Sie sind glücklich.
3.
(b) Titzis Haustier
(d) annoyed
(b) Her husband is dead.
(c) They are happy.
(b) Titzi’s pet
(c) the other woman
Who could Sabine be?
Welche Worte benutzt die Mutter, um Sabine zu beschreiben? _____________________
Which words does the mother use to describe Sabine? _________________________
Wann sagt man das und was denkt die Mutter, was diese Sabine getan hat? Wo gibt es ein
Missverständnis im Dialog?
________________________________________________________________________
When is that said and what does the mother think that this Sabine did? Where is there a
misunderstanding in the dialogue?
________________________________________________________________________
Wie reagiert die Mutter auf Patrizias Neuigkeiten (news)?
4.
Denkt die Mutter positiv oder negativ über Männer?
7.
Was denkt die Mutter über türkische Männer?
(a) Sie sind traditionell: Sie glauben, Frauen sollen sich um die Kinder kümmern (tend
to).
(b) Sie sind modern: Sie helfen gern mit der Hausarbeit zu Hause.
(c) Sie sind arrogant: Sie denken nur an sich.
How does the mother react to Patrizia‘s news?
(a) She’s happy for her.
Was meint Patrizia, wenn sie sagt, kann sich vielleicht irgendjemand mal darüber freuen?
(a) Sie kann verstehen, warum ihre Mutter Sorgen macht.
(b) Sie findet es gar nicht so schlecht, ein Kind zu bekommen.
6.
8.
(c) indifferent
Why does the mother ask Tizti about the father? How is the situation between Titzi’s
parents?
(a) Titzi’s sister
(c) die andere Frau
(a) Sie freut sich für sie. (b) Sie ist sehr besorgt um sie. (c) Sie will es nicht glauben.
5.
(b) happy
(a) They are divorced.
Wer ist wohl Sabine?
(a) die Schwester von Titzi
4.
(d) annoyed
Wieso fragt die Mutter Titzi nach dem Vater? Wie ist Situation zwischen den Eltern von
Titzi?
(a) Sie sind geschieden.
3.
(c) indifferent
A typical mother ist besorgt about her children. That is why the mother thinks that Titzi
is not eating enough and should take pizza with her. What does besorgt sein mean?
5.
frustriert – arrogant – unsicher – ärgerlich – ungeduldig
eifersüchtig – besorgt – kalt – lieb – freundlich – gestresst
(c) She doesn’t want to believe it.
What does Patrizia mean when she says, “Can someone be happy for me?”
(a)
(b)
Wie kreiert der Filmemacher den Charakter der Mutter? Welche Adjektive beschreiben
Ihrer Meinung nach Titzis Mutter am besten? Machen Sie einen Kreis um die passenden
Adjektive. Woran erkennt man die Haltung (attitude) im Text?
(b) She’s very concerned.
She can understand why her mother is worried.
She doesn’t think it is so bad to have a baby.
6.
Does the mother think positively or negatively about men?
7.
What does the mother think about Turkish men?
(a) They are traditional: They think that women should tend to the children.
(b) They are modern: They like to help with the housework.
(c) They are arrogant: They only think of themselves.
8.
How does the filmmaker create the character of the mother? In your opinion, which
adjectives describe Titzi’s mother the best? Circle the appropriate adjectives. How can
you recognize the attitude in the text?
frustrated – arrogant – insecure – annoyed – impatient
jealous – worried – cold – kind – friendly – stressed
4
ICTFL 2011: “Was ist Liebe? Teaching the Language of Emotions”
Cori Crane, Ph.D. (ccrane@illinois.edu) and Jackie Sterling (jsterli2@illinois.edu)
Saturday, October 22, 2011
Advanced L2 German Text (translated from German):
Fictive Personal Letter based on Novel, CODED for AFFECT
Advanced L2 German Text (original German):
Fictive Personal Letter based on Novel, CODED for AFFECT
My dear [AFFECTION] Nino,
Meine liebe [AFFECTION] Nino,
I know that you are a little afraid to [FEAR] marry me. It’s my goal to convince you
with this letter. We’ve discussed this topic already, but perhaps my arguments will mean
more when you see the reasons on paper.
A long time ago you said that you would not like to [DESIRE/INTENTION] be veiled.1
If we stay in Baku, maybe you’re right, but dear [AFFECTION], we don’t necessarily have to
stay in Baku. We can move to the West and live in Europe. But if we stay in Baku, a veil is
perhaps not so bad. Listen to me please. If you walk around while wearing a veil, every
other man can also see you (not just me). That means you can walk around without
being afraid [FEAR] that a man would bother you [DISQUIET]. In Europe, anyone on the
street would stare at you and make you feel uncomfortable [DISQUIET]. There are good
reasons for and against,2 but that is not the main problem that I would like to
[DESIRE/INTENTION] write about.
You also are afraid [FEAR] that I need a harem.3 That’s not true at all. I don’t want
[DESIRE] a marriage between us just because I need children. You are not my acre, but my
beloved [AFFECTION].4 I’m marrying you because I love you [AFFECTION].5 Did you ever
think of anything different? If you had thought of anything else of me, that would have
been very embarrassing to me [DISQUIET]. As far as my family is concerned, you don’t
need to be afraid [FEAR] there. I’ve already spoken with my father, and although he has a
different opinion what a marriage means, he has given us his consent. 6 I also spoke with
your father. He said himself that he could “not wish for [DESIRE] a better man/husband
for his child”7 as me. You were afraid [FEAR] that your parents would die
[UNHAPPINESS]!8 My parents are for it. Your parents are for it. Are you the only one who
sees a problem with our marriage? Maybe you’re afraid [FEAR] that I would not do
everything for you. That’s also not true, my love [AFFECTION]. I’ve already drunk alcohol
with your father, the Tamada (the toastmaster at a Georgian feast).9 You know already
that as a Muslim I shouldn’t do that at all, but I can do everything for you, Nino
[AFFECTION]. I want to [DESIRE] do everything for you, no matter whether it hurts me
or gives me headaches [AFFECTION].
Of the same tenor, you don’t have to do anything at all for me. You’re afraid that
[FEAR] you will have to convert to Islam.10 (You) don’t have to though. You are a Christian
and I have no problem with that. You’re allowed to believe what you want
[DESIRE/INTENTION]. Our children also can believe what they would like
[DESIRE/INTENTION].
I love you [AFFECTION], Nino. Marry me [AFFECTION]. There are certainly a few
things that we have to work through, but that’s (true) with every marriage. We love each
other [AFFECTION]. We have the consent of our parents. You don’t have to be afraid of
[FEAR] the Islamic way of life. We are simply two people who are in love with each
other [AFFECTION]. Our relationship can only become stronger.
Please thank (think) about this. I love you [AFFECTION], Nino. At least that you must
understand.
Ich weiss, dass du ein bisschen Angst hast [FEAR], mich zu heiraten. Es ist mein
Ziel, dich mit diesem Brief zu überzeugen. Wir haben dieses Thema schon diskutiert, aber
vielleicht bedeuten meine Argumente mehr, wenn du die Gründe auf Papier siehst.
Vor einer langen Zeit hast du gesagt, das du nicht verschleiert werden möchtest
[DESIRE/INTENTION].1 Wenn wir in Baku bleiben, vielleicht hast du recht, aber Schatz
[AFFECTION], wir müssen nicht unbedingt in Baku bleiben. Wir können in den Westen
ziehen und in Europa wohnen. Aber wenn wir in Baku bleiben, ist ein Schleier vielleicht
nicht so schlimm. Hör mir bitte zu. Wenn du herumgehst während du einen Schleier
trägst, kann dich jeder andere Mann auch nicht sehen (nicht nur ich). Das heisst, du
kannst herumgehen, ohne Angst zu haben [FEAR], das dich ein Mann stören würde
[DISQUIET]. In Europa würde dich, jeder auf der Straße anstarren und dich unbequem
machen [DISQUIET]. Es gibt gute Gründe dafür und dagegen,2 aber das ist nicht das
Hauptproblem worüber ich schreiben möchte [DESIRE/INTENTION].
Auch hast du Angst [FEAR], dass ich einen Harem brauche.3 Das stimmt überhaupt
nicht. Ich will [DESIRE] keine Ehe zwischen uns nur weil ich Kinder brauche. Du bist nicht
mein Acker, sondern meine Geliebte [AFFECTION]!4 Ich heirate dich, weil ich dich liebe
[AFFECTION].5 Hast du irgendwann was anders gedacht? Wenn du etwas anderes von mir
dachtest, wäre mir das sehr peinlich [DISQUIET].
Was meine Familie angeht, da brauchst du keine Angst haben [FEAR]. Ich habe
schon mit meinem Vater gesprochen, und obwohl er eine andere Meinung hat, was eine
Ehe bedeutet, hat er uns seine Zusage gegeben.6 Auch habe ich mit deinem Vater
gesprochen. Er hat selbst gesagt, das er sich „keinen besseren Mann für sein Kind
wünschen“7 [DESIRE] als ich könnte. Du hattest Angst [FEAR], dass deine Eltern sterben
würden!8 [DESIRE/INTENTION] Meine Eltern sind dafür. Deine Eltern sind dafür. Bist du
die einzige, die ein Problem mit unsere Ehe sieht?
Vielleicht hast du Angst [FEAR], dass ich nicht alles für dich tuen würde. Das stimmt
auch nicht, meine Liebe [AFFECTION]. Ich habe schon mit deinem Vater der Tamada
Alkohol getrunken.9 Du weißt schon, dass ich das als ein Muslim überhaupt nicht tun
muss, aber ich kann alles für dich tun, Nino [AFFECTION]. Ich will [DESIRE] alles für dich
tun, egal ob es mir weh tut oder mir Kopfschmerzen gibt [AFFECTION].
Im gleichen Sinn muss du gar nichts für mich tun. Du hast Angst [FEAR], dass du
zum Islam übertreten musst.10 Musst du aber nicht. Du bist Christin und ich habe kein
Problem damit. Du darfst glauben, was du willst [DESIRE/INTENTION]. Auch können
unsere Kinder glauben, was sie möchten [DESIRE/INTENTION].
1
S. 8
S. 29, 30
3
S. 31, 55, 56
4
S. 95
5
S. 101
6
S. 100
7
S. 105
8
S. 56
9
S. 51
10
S. 56
2
With much love [AFFECTION],
Ali
5
ICTFL 2011: “Was ist Liebe? Teaching the Language of Emotions”
Cori Crane, Ph.D. (ccrane@illinois.edu) and Jackie Sterling (jsterli2@illinois.edu)
Saturday, October 22, 2011
Ich liebe dich [AFFECTION], Nino. Heirate mich [AFFECTION]. Sicher gibt es ein paar
Sachen, die wir durcharbeiten müssen, aber so ist es mit jeder Ehe. Wir haben einander
lieb [AFFECTION]. Wir haben die Zusage unserer Eltern. Du musst keine Angst vor dem
islamischen Lebensstil haben [FEAR]. Wir sind einfach zwei Leute, die ineinander
verliebt sind [AFFECTION]. Unsere Beziehung kann nur stärker werden.
Bitte dank darüber nach. Ich hab dich lieb [AFFECTION], Nino. Wenigstens das
musst du verstehen.
Selected References
Besnier, N. (1995). Literacy, Emotion, and Authority. Reading and Writing on a Polynesian
Atoll. Cambridge: Cambridge University.
Biber, D. (1986). Spoken and written textual dimensions in English: Resolving the
contradictory findings. Language, 62, 384-414.
Coffin, C. (1997). Constructing and giving value to the past: An investigation into secondary
school history. In F. Christie & J. R. Martin (Eds.), Genre and institutions. Social
processes in the workplace and school (pp. 196-230). London: Cassell.
Mit viele Liebe [AFFECTION],
Ali
Crane, C. (2008). Evaluative choice in advanced second language writing of German: A genre
perspective. Georgetown University, Washington, DC (unpublished doctoral thesis).
Davitz, J. R. (Ed.). (1969). The language of emotions. New York, NY: McGraw Hill.
********
Dewaele, J. M., & Pavlenko, A. (2002). Emotion vocabulary in interlanguage. Language
Learning, 52(2), 263-322.
Positioning Content with Emotions:
How do L2 writers engage with voices from the source text?
Dewaele, J. M. (2005). Investigating the psychological and emotional dimensions in instructed
language learning: Obstacles and possibilities. Modern Language Journal, 89(3), 367-380.
Hood, S. (2006). The persuasive power of prosodies: Radiating values in academic writing.
Journal of English for Academic Purposes, 5, 37-49.
Text citations noted in the advanced L2 text:
1. You’re afraid that you will have to convert to Islam.10 [acknowledging
Nino’s concerns with attitudinal layer of fear]
Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. London:
Longman.
Kövecses, Z. (2002). Emotion concepts: Social constructionism and cognitive linguistics. In S.
R. Fussell (Ed.), The verbal communication of emotions. Interdisciplinary perspectives
(pp. 109-124). Mahwah, NJ: Lawrence Erlbaum.
Original Source Text (translated): Nino states:“First of all my father
and mother will die of sorrow because I marry a Mohammedan.
Then your father will put a curse on you and demand that I convert
to Islam.” (p. 54)
2.
3.
Labov, W. (1972). The transformation of experience of narrative syntax. Journal of Narrative
and Life History, 7, 97-106.
Liskin-Gasparro, J. E. (1996). Narrative strategies: A case study of developing storytelling
skills by a learner of Spanish. Modern Language Journal, 80, 271-86.
4
You are not my acre, but my beloved. [negating friend’s perspective
on gender roles]
Martin, J. R. (2000). Beyond exchange: Appraisal systems in English. In S. Hunston & G.
Thompson (Eds.), Evaluation in text. Authorial stance and the construction of discourse
(pp. 142-75). Oxford: Oxford University Press.
Original Source Text (translated): “Seyd (Ali’s old school friend) gave
me a wise, searching look. ‘[…] A wise man does not court a
woman. The woman is just the acre, on which the man sows. Must
the field love the farmer? Enough that the farmer loves the field.
Marry, but never forget: the woman is just an acre.” (p. 95)
Martin, J. R., & White, P. R. R. (2005). The language of evaluation. Appraisal in English. New
York, NY: Palgrave Macmillan.
I’m marrying you because I love you.5 [undialogized utterance to show
unequivocal profession of love]
Rothery, J., & Stenglin, M. (1997). Entertaining and instructing: Exploring experience through
story. In F. Christie & J. R. Martin (Eds.), Genre and institutions. Social processes in the
workplace and school (pp. 231-63). London: Cassell.
Ochs, E., & Schieffelin, B. (1989). Language has a heart. Text, 9, 7-25.
Rintell, E. M. (1990). That's incredible: Stories of emotion told by second language learners
and native speakers. In R. C. Scarcella, E. S. Andersen, & S. D. Krashen (Eds.),
Developing communicative competence in a second language (pp. 75-94). Newbury.
Schleppegrell, M. J. (2002). Challenges of the science register for ESL students: Errors and
meaning-making. In M. J. Schleppegrell & M. C. Colombi (Eds.), Developing advanced
literacy in first and second language. Meaning with power (pp. 119-42). Mahwah, NJ:
Lawrence Erlbaum.
Original Source Text (translated): After a conversation with his father
about wanting to marry Nino, Ali says to himself “I feel my father is
making a fool of me. I am not marrying Nino because of her hips or
her knowledge of languages--I’m marrying her because I love her.”
(p. 100)
Tannen, D. (1989). Talking voices. Repetition, dialogue, and imagery in conversational
discourse. Cambridge: Cambridge University Press.
White, P. R. R. (2001). Introductory course in Appraisal Analysis:
www.grammatics.com/appraisal.
6