Author(s)

Qu Guoxiong ¹, Zhang Kuan ¹

Affiliation(s)

¹ Yonsei University, 1 Yonseidae-gil, Wonju-si, Gangwon-do, 26493, Republic of Korea

Corresponding Author

Qu Guoxiong

ABSTRACT

The application of emotional language in language teaching has many meanings and values, and plays a positive role in improving the teaching effect and promoting the all-round development of students. This paper makes the deep study of the cognitive basis, neural mechanism, language representation and influence in intercultural communication, and reveals the important role of emotional language in English cognitive linguistics. The results show that affective language not only plays an important role in the process of individual cognition, but also has a profound impact on language representation and cross-cultural communication, and has important theoretical and practical significance for deepening the cognition of affective language and its application in English learning and cross-cultural communication. The integration of emotional language in language teaching holds significant meanings and values, contributing positively to enhancing the effectiveness of instruction and facilitating students' comprehensive development. This research delves into the cognitive foundation, neural mechanisms, language representation, and impact of emotional language in intercultural communication. It sheds light on the vital role of emotional language in English cognitive linguistics. The findings demonstrate that affective language not only plays a crucial role in individual cognition but also has a profound influence on language representation and cross-cultural communication. This research holds both theoretical and practical significance in deepening our understanding of affective language and its application in English learning and cross-cultural communication.

KEYWORDS

Emotional language; English; cognitive linguistics

CITE THIS PAPER

Qu Guoxiong, Zhang Kuan, Research on Role of Affective Language in English Cognitive Linguistics. Applied & Educational Psychology (2024) Vol. 5: 1-8. DOI: http://dx.doi.org/10.23977/appep.2024.050101.

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