Ironic criticisms in online interactions are very common, but have rarely been examined. Following the concept of (non)propositional irony, this study investigates how online ironic criticisms are produced and responded to. The findings were derived from a mixed-methods analysis of 200 comments and 1,140 responses collected from Weibo. The analysis offers a computer-mediated taxonomy and identifies four subtypes of ironic criticisms, with different realisation forms in each subtype. Responses to negative evaluations are more common in online ironic interactions. Possible motivations (...) for the prevalence of online ironic criticisms are also discussed. The findings shed light on the creativity of ironic criticisms on social media, and suggest the need for an updated definition of ironic criticisms to account for their use in online interactions. (shrink)

To study the different mechanisms of understanding figurative language in a speaker’s native language and their second language, this study investigated how scientific metaphors in Chinese and English are electrophysiologically processed via event-related potential experimentation. Compared with the metaphors from daily life or in literary works, scientific metaphors tend to involve both a more complicated context structure and a distinct knowledge-inferencing process. During the N400 time window, English scientific metaphors elicited more negative N400s than Chinese ones at the parietal region. (...) In the late positive component time window, English scientific metaphors elicited less positive LPCs than Chinese ones at the parietal region, and larger late negativities encompassing smaller areas of the brain. The findings might indicate that for late unbalanced bilingual speakers, L2 scientific metaphor comprehension requires more effort in information retrieval or access to the non-literal route. Altogether, the possible findings are that non-native and non-dominant language processing involves decreased automaticity of cognitive mechanisms, and decreased sensitivity to the levels of conventionality of metaphoric meanings. (shrink)

Research in second language pragmatics has paid increasing attention to learners’ individual differences, but few studies have examined the relationship between learners’ willingness to communicate in L2 and their pragmatic competence. To this end, this study investigates the association between WTC and pragmatic awareness and comprehension of Chinese as a second language learners. A total of 80 CSL learners studying abroad in three universities in China participated in this study. Data were collected through a WTC questionnaire, a self-perceived communication competence (...) questionnaire, a pragmatic awareness judgment task, and a multiple-choice test for pragmatic comprehension. Statistical analyses were conducted to explore the relationship between the learners’ pragmatic awareness and pragmatic comprehension on the one hand and their WTC and SPCC in L2 on the other. The findings indicated that SPCC correlated positively with the learners’ L2 pragmatic comprehension, but not with their L2 pragmatic awareness. No correlation was found between WTC and pragmatic awareness and comprehension. The results suggest that SPCC may contribute to learners’ L2 pragmatic comprehension; some implications for teaching and future research directions are also discussed. (shrink)

Reinforcement learning relies on the reward prediction error (RPE) signals conveyed by the midbrain dopamine system. Previous studies showed that dopamine plays an important role in both positive and negative reinforcement. However, whether various reinforcement processes will induce distinct learning signals is still unclear. In a probabilistic learning task, we examined RPE signals in different reinforcement types using an electrophysiology index, namely, the feedback-related negativity (FRN). Ninety-four participants were randomly assigned into four groups: base (no money incentive), positive reinforcement (presentation (...) of money rewards), negative reinforcement (removal of money losses), and combined reinforcement (money rewards and removal of money losses) groups. In addition, in order to evaluate the engagement of emotional activity in the different reinforcement processes, Positive and Negative Affect Schedule-Expanded Form (PANAS-X) scales were applied before and after the experiment to detect the emotional changes. The results showed that there was no difference between groups in the dopamine-related learning bias. However, compared to the other three groups, negative reinforcement elicited smaller FRN (the difference-wave measure) during the learning, stronger positive affect and joviality, and less fatigue after the learning, in which the difference between the negative and positive reinforcement groups was smaller. The results indicated that pure avoidance motivation may induce distinct emotional fluctuations, which influence the feedback processing. (shrink)