The English language is full of opportunities to formulate negative speech instead of more positive dialogue. A recent study published in the journal Proceedings of the National Academy of Sciences found that most languages ??have more positive words than negative ones. Although some words may have different meanings in all languages, they tend to be more negative than positive.
Negative Into Positive + Modern World
As a result of studying 37 different languages, seven words appeared that have very similar meanings. Many modern languages, including Italian and Spanish, allow or require the use of multiple negative words in a sentence. We evoke more negative words because language has to be accurate. People respond best to words that sound positive, even when they are used with negative particles. While this lexical dichotomy applies to other languages ??as well, the transition from negative to positive tone can be more difficult. The impact of speech intensity seems to be slightly more positive than negative.
These so-called language enhancers can influence the perception of the strength of negative or positive ratings. As a result of these studies may indicate that linguistic affect may function in a feedback loop. With the representation of positive or negative linguistic affects in our environment or social interactions that influence how we describe such impact. The impact of language affect influences word choice and liking. With the use of positive or negative emotional words to describe experiences regulates the affective states maintained when writing personal experiences.
Emotional Language Learners
The results also showed that Mexican language learners perceive negative emotions as positive for the language learning process. Emotions, whether positive or negative, have a large impact on the motivation of foreign language learners, as emotions can activate or inhibit motivated behaviors (Pekrun et al., 2002). Therefore, it is important to understand the feelings and emotions experienced when learning/teaching a foreign language. That way the language teachers can adjust their approach to help them reduce the negative impact of emotions on students’ motivational energy and promote facilitation. These emotions can motivate students.
Using emotions for motivation can be important for learning a foreign language. As students have mostly had positive or negative experiences; sometimes the new learning environment is very different from the previous one. Their reasons for studying a foreign language may be quite different. It is reasonable to conclude that if the language being learned is not attractive and interesting to the learner, they are often reluctant to appreciate and learn the subject, and even the learner may not have a positive attitude towards the target language (English). . Although they like the language they are learning, which is English, the attitude of students does seem to be negative if these things are not going well.
It seems reasonable to say that if students are exposed to what native English speakers are doing, they tend to take advantage of the opportunity, because this is the way in which students create an informal situation to develop their English skills, which in turn creates a positive image. for both English speakers and native English speakers.
Regarding the literature in the second part of this study, students’ attitudes are generally positive if they are confident in passing exams and classes in English and strive to constantly improve their language skills. From this, it can be concluded that students’ expectations and perceptions of English speakers are good and this leads them to have a positive attitude towards the target language (English), which probably also leads them to succeed.
The results of the hypothesis testing for H a2 and H a3 support the idea. While that an individual’s use of positive or negative language affects not only how they are perceived through empathy! Also that the emotional valence of the language they use affects how others tend to perceive it. give voice to this perception of personality. The study is based on Pollyanna’s 1969 hypothesis that people have a universal tendency to use positive words more often than negative ones. Since words are so powerful, if we choose too many negative words, it can lead to devastating changes in our brain.
It is not necessary to swallow such nonsense, but it must be admitted that the current political chaos is associated with the decay of the language and that perhaps some improvement can be made, starting with the verbal ending. This raises the question of whether reducing emotional ambiguity by consciously choosing positive language to describe events and thereby reducing negative biases can increase the functioning of our positive bias. It is not easy to change the positive here, as removing the double negative in English would make the sentence grammatically incorrect.
Those who deny this would claim, if they were to argue, that language merely reflects existing social conditions and that we cannot influence its development by directly influencing words and constructions