
How do French students typically express emotions in conversations
French students typically express emotions in conversations using a combination of limited but expressive emotional lexicon, non-verbal cues, personal anecdotes, interactional markers, and cultural expressions. Their emotional lexicon in French can be somewhat limited, so they often use gestures, facial expressions, and tone of voice to convey feelings during discussions. They may also recount personal stories or testimonies to communicate emotions effectively. Expressions such as “tu vois” (you see) are commonly used interactional devices to convey emotional stance or engage in delicate conversation turns, including disagreement or conveying feelings indirectly.
In informal communication among younger French speakers or students, internet memes and humor are also used to express emotions, with differences between males using memes more for happiness and humor, and females more for expressing sadness, anger, love, and hate.
Additionally, French students’ emotional expressions in conversations are influenced by their cultural context, social norms, and pedagogical approaches encouraging engagement and reflection in discussions, especially when addressing controversial or personal topics.
Overall, French students use a variety of verbal, non-verbal, and culturally specific communicative tools to express emotions in conversations, often relying on subtlety and interactional cues as much as explicit emotional vocabulary. 1, 2, 3, 4
References
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The expression of emotions by second language learners: Metaphor as a linguistic vehicle
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Expressing emotions, discussing controversial issues: a pilot study focused on veganism
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An Analysis of the Challenges Faced by Female Undergraduate EFL Students in Speaking English at ULM
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Setting the Stage for TALK: Strategies for Encouraging Language‐Building Conversations
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Linguistic ways of expressing emotions in French business discourse (based on business media texts)
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COSMIC: COmmonSense knowledge for eMotion Identification in Conversations
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French-speaking children’s freely produced labels for facial expressions
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Introducing grip force as a nonverbal measure of bilingual feelings
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Emotional experiences beyond the classroom: Interactions with the social world
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Teaching Affects in French as a Foreign Language. A Trial focusing on Intensifiers in Collocations
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Shapes of Emotions: Multimodal Emotion Recognition in Conversations via Emotion Shifts
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Cross-lingual and Multilingual Speech Emotion Recognition on English and French
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Emotional Processes of Foreign-Language Learning Situated in Real-Time Teacher Support
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Enjoyment and anxiety in second language communication: An idiodynamic approach