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Acknowledgement In writing this paper, I have benefited from the presence of my teacher, and my classmates. They generously helped me collect materials I needed and made many invaluable suggestions. I hereby extend my grateful thanks to them for their kind help, without which the paper would not have been what it is.44269
Particularly, I am deeply indebted to my supervisor, who guided me throughout my writing of this thesis. He carefully read the whole draft and offered painstaking and precious criticism. Her standards of academic excellence have made my revision better. I also wish to sincerely thank my classmates and friends, whose brilliant ideas and perceptive observations have proved immensely constructive.
In addition, I am also grateful to my parents, who take good of my life and gave me a lot of encouragement when I was working at this thesis.
Furthermore, none of this would have been possible without the help of those inpiduals and organizations hereafter mentioned with gratitude: our school library, the library of Hangzhou Normal University.
The relationship between EFL students’ emotional intelligence and reading achievement
Abstract As the concept of emotional intelligence (EI) is constructed, research findings indicate that EI has a significant impact on foreign language success. Recently, more attention has been drawn on the predicative power of EI on various dimensions of foreign language success, namely, reading, listening, speaking and writing. Since there is few research involving the relationship between reading achievement and EI, the purpose of this study is: (1) to see whether there is a correlation between EI and EFL learners’ reading comprehension achievement; (2) to see whether there is a correlation between reading achievement and each subsets of EI (well-being, self-control, emotionality, and sociability).The participants of this study is composed of 40 students studying in Jinghengyi Honors College, Hangzhou Normal University. To examine the relationship between EI and reading, a reading comprehension test (30 items) and the TEIQue-ASF (Trait Emotional Intelligence Questionnaire-Adolescent Short Form) was delivered to participants. After carefully data collection and analysis, results indicate that high-EI participants also have higher scores of reading comprehension test, which show a positive relationship between EI and reading achievement. Furthermore, the correlations between reading scores and various dimensions of EI, namely well-being, sociability, and self-control are also significant. The results also have some practical implications for EFL educators and EFL students.
Key words: emotional intelligence; reading achievement; EFL;
英语为外语的学生的情商与阅读成就的关系研究摘要随着情商概念的提出与建立，不断有研究表明情商对外语学习的成就有重要的影响。近来，更多的关注集中于情商对于外语学习各个方面的成就的预测能力，即阅读、听力、口语和写作。因为目前涉及情商与外语阅读成就的研究尚少，所以本文对这两者进行了调查研究，试图回答以下两个问题：（1）阅读成就与情商是否相关；（2）阅读成就与情商各个方面（幸福程度、自我控制、情感、处理人际关系）是否相关`优尔|文\论*文-网www.youerw.com。本研究的被试者由40名来自杭师大经亨颐学院的学生构成。为了量化地研究情商与阅读之间的关系，研究者要求被试者完成一份阅读理解测试卷（30题）和情商测试卷（简化版）。经过数据收集和调查之后，研究结果表明高情商的被试者其阅读理解测试卷的分数也相对较高。这表明情商与外语阅读的成就存在正相关。此外，结果显示情商分别与幸福程度、自我控制和处理人际关系有显著的正相关。该研究结果同时也为外语教学者与学习者提供了启示。
毕业论文关键词： 情商；阅读；英语作为外语