final themes (really, I mean it this time!)

I spent the morning revising the themes/codes. this is the final time, I think. but I plan to completely recode the four transcripts, so I could be fooling myself :).

anyway, here they are:

Theme 1. How did they interpret emotion meaning(s)?

• Theme 1.1 [They can’t explain why they “see” the emotion]
• Theme 1.2 [They use a circular definition]
• Theme 1.3 [They use situational interpretation]
• Theme 1.3.1 [Interpretation based on situation in film]
• Theme 1.3.2 [“Reverse” situational interpretation]
• Theme 1.4 [They use a behavioral/paralinguistic interpretation]
• Theme 1.5 [They use a lexical interpretation]
• Theme 1.6 [They use a combination of interpretations] [situational and paralinguistic cues used]
• Theme 1.7 [side note: They use an interpretation embedded in character assessment]. [ie. emotion=characteristic/temperament]

Theme 2. How did scripts play a role?

• Theme 2.1 [Participants recognize the importance of scripts]
• Theme 2.2.1 [Scripts get referenced in proverbs and sayings]
• Theme 2.1.2 [Scripts get referenced in archetypes]
• Theme 2.1.3 [Scripts are gendered].
• Theme 2.1.4 [Scripts can be embedded in certain culturally emotional acts (e.g. “doing noonchi”)]
• Theme 2.1.5 [Scripts can respond to emotional temperament]
• Theme 2.2 [Scripts may require contradictory, masked, or diminished emotional expressions].
• Theme 2.3 [When script is not followed, that creates cognitive dissonance].
• Theme 2.3.1 [Cases of behavior seen dominantly]
• Theme 2.3.2 [Cases where situational appraisal is seen dominantly]
• Theme 2.4 [How do non-natives interpret the scripts of the other]
• Theme 2.4.1 [Non-natives interpret the script accurately]
• Theme 2.4.2 [Non-natives interpret the script inaccurately]
• Theme 2.4.3 [Non-natives interpret the script with partial accuracy!]

Theme 3 How did the focus groups show the social construction of emotional interpretation?

• Theme 3.1 [Participants persuading one another to change their opinion]
• Theme 3.2 [Multiple/complex emotions likely to be “sussed” and discussed]
• Theme 3.3 [The process of “sussing out” the other’s cultural script requires group consideration].

Theme 4 What are the implications for teaching discussed by participants?

• Theme 4.1 [Are movies real?]
• 4.1.1 Movie depictions can accurately represent real life
• 4.1.2 But movie depictions may not be universal
• 4.1.3 Cinema and cinematic effects affect emotional interpretations.
• Theme 4.2 [Questions of linguistics, like language register, diction, and profanity differences may be more important for FL learners].
• Theme 4.3 [FL education’s focus on translation]