چکیده:
The development of different sub-competences of second/foreign language isaffected by a variety of cognitive, personal, and social factors (Ellis, 1994). As forpersonal factors, a wide range of emotional variables have been incorporated intosecond language acquisition (SLA) studies; however, emotional intelligence (EQ)is relatively new to this domain (Pishghadam, 2009). Given that EQ seems to affectEFL learners' interlanguage pragmatic competence (ILP) development due to theface-threatening nature of some of the speech acts involved and in an attempt toexplore the nature of the tentative interrelationship, the researcher administered theBar-On EQ-i (1996) questionnaire as an EQ measure, two ILP competence tests,and a TOEFL test to 52 Iranian EFL majors. The analyses results did not reveal anysignificant correlation between EQ, ILP competence and general Englishproficiency despite the evident strong correlation between the ILP and generalEnglish proficiency. Furthermore, the results did not feature EQ as an effectivepredictor of EFL learners' general English proficiency and ILP competencedevelopment level. The findings imply that EQ as a seemingly construct irrelevantfactor to EFL learners' both foreign language proficiency and ILP developmentmight not be rightly considered as an effective personal variable in EFLeducational contexts.Emotional intelligence; Foreign language proficiency; InterlanguagePragmatic (ILP) competence; EFL; Iran
خلاصه ماشینی:
"This belief is confirmed by many studies that have underscored the importance of emotional intelligence in different aspects of life (for example, Carmeli, 2003; Fox & Spector, 2000; Petrides, Fredrickson & Furham, 2004; Salovey & Mayer, 1990; Shuttes, Schuetplez, & Malouff, 2001) and more specifically its positive relation with the academic achievements, success or progress (Dabrowski & Piechowski, 2001; Cangelosi & Peterson, 1998; Mehrabian, 2000).
IJAL, Vol. 16, No. 1, March 2013 5 Considering the conditions Saville-Troike mentions for successful pragmatic competence development in the light of Goleman's (1995) definition for EQ as the abilities to motivate oneself and persist in the face of frustration, control impulses and delay gratification, regulate one's moods and keep distress from swapping the ability to think, emphasize and to hope, and the complimentary points he made about how influential EQ might be for the success of people in different life endeavors including language learning, the researcher decided to primarily investigate the relationship between the EQ and ILP competence development of the English as Foreign Language (EFL) learners.
IJAL, Vol. 16, No. 1, March 2013 9 The questionnaire includes 90 six point Likert scale items and has operationally defined the emotional intelligence construct to include 15 related components of Emotional self-Awareness(ES), Assertiveness(AS), Self Regard(SR), Self- actualization(SA), Independence(In), Empathy(EM), Social–Responsibility(RE), Interpersonal Relationship(IR), Reality Testing (RT), Flexibility (FL), Problem Solving (PS), Stress Tolerance(ST), Impulse Control(IC), Optimism(OP), and Happiness(HA).
The research findings indicate that emotional intelligence level of the EFL learners as an affective and social learner trait should not be considered as a determining or predictive factor for the foreign language learners’ success or achievement in their language learning in general and pragmatic development in particular."