Zhou Q., Laiche S., Larina T.V. Emotional Effect of Teachers’ Discourse in a Multicultural Classrooms

DOI: https://doi.org/10.15688/jvolsu2.2023.1.10

Qing Zhou

Russian Language Teacher, South China Business College, Guangdong University of Foreign Studies

Liangtian Middle Road, 181, 510545 Guangzhou, Guangdong, China

PhD Student, Department of Foreign Languages, Peoples' Friendship University of Russia

Miklukho-Maklaya St, 6, 117198 Moscow, Russia

This email address is being protected from spambots. You need JavaScript enabled to view it.

https://orcid.org/0000-0001-5973-2204

Souhila Laiche

PhD Student, Department of Foreign Languages, Peoples' Friendship University of Russia

Miklukho-Maklaya St, 6, 117198 Moscow, Russia

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https://orcid.org/0000-0001-8895-1940

Tatiana V. Larina

Doctor Habil. (Philology), Professor, Department of Foreign Languages, Peoples' Friendship University of Russia

Miklukho-Maklaya St, 6, 117198 Moscow, Russia

This email address is being protected from spambots. You need JavaScript enabled to view it.

https://orcid.org/0000-0001-6167-455X

Abstract. The manifestation, meaning, categorization of emotions, as well as the factors that cause them, have cultural characteristics. To build successful intercultural interaction it is necessary to be aware of them. This study explores classroom discourse and emotions of international students in a multicultural classroom. Our goal is to determine what emotions the discourse of Russian teachers evokes in students from different lingua-cultures and which speech acts have an emotional perlocutionary effect. The material was obtained through a questionnaire with the participation of 70 international students (45 Chinese and 25 Algerian). We focus on emotions and emotional states of surprise, happiness, sadness and offense. Being drawn on qualitative and quantitative methods the comparative analysis showed that the behavior of Russian teachers is more likely to surprise Chinese students than Arab ones, besides Chinese students experience negative emotions and states more often than Arabs which may indicate a greater cultural distance. In relation to speech acts that evoke the emotions, we identified some similarities and differences, which are discussed through the type of culture and cultural values. The results contribute to the study of culture specific features of emotions in communication. They specify the factors that evoke emotions in students belonging to different lingua-cultures, and can contribute to the successful interaction of Russian teachers with international students in a multicultural classroom.

Key words: emotion, emotionalization, classroom discourse, emotional effect, multicultural classroom, cultural values, communicative ethnostyle.

Citation. Zhou Q., Laiche S., Larina T.V. Emotional Effect of Teachers' Discourse in a Multicultural Classroom. Vestnik Volgogradskogo gosudarstvennogo universiteta. Seriya 2. Yazykoznanie [Science Journal of Volgograd State University. Linguistics], 2023, vol. 22, no. 1, pp. 123-137. DOI: https://doi.org/10.15688/jvolsu2.2023.1.10

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