英语学习者听力能力与情绪智力的关系探究

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The Relationship between Emotional Intelligence and EFL Learners’ Achievement in Listening Comprehension

Abstract

The aim of this study was threefold: (1) to see how EFL learners’ Emotional Intelligence (hereafter EI) status is in china and (2) whether there is any relationship between learners’ emotional intelligence and their achievement in listening comprehension, in addition (3) to discuss how we can improve EFL listening ability through developing their emotional intelligence.47676

There were 57 participants enrolled in the study. They were non-English major freshmen in HangZhou Normal University, China. Each of them was required to finish a listening ability test and TEIQue-ASF (Trait Emotional Intelligence Questionnaire-Adolescent Short Form), a questionnaire for examining trait EI. According to the reliability requirement of TEIQue-ASF, 31 participants’ datum were acceptable in the study. Results revealed that 1) most of the Chinese college students’ EI was generally satisfactory, 2) EI has relatively positive relationships (r=0.633, p=0.000) between listening achievements. Further, how to improving EFL students listening achievement through EI way was discussed and some advice is given.

Keywords: listening comprehension, emotional intelligence, EFL learning

关于英语学习者听力能力与情绪智力的关系探究

摘要本次研究的目的主要有三个部分：(1)调查中国英语学习者情绪智力总体概况；(2) 探究英语学习者听力能力是否与他们的情绪智力有关系；(3) 讨论如何通过情绪智力的方法来提高英语学习者的听力能力。

共有57名非英语专业大一学生参与到本次研究中。笔者对被试进行了两个测验，分别是TEIQue-ASF和英语听力测试。根据TEIQue-ASF的信度要求，共31名被试的测试结果有效。数据结果显示英语学习者情商发展情况较好，且学习者的听力成绩与其情商有比较显著的正相关性（r=0.633，p=0.000）。笔者还就如何通过情绪智力来提高英语学习者听力能力的问题展开讨论并提出几点建议。

毕业论文关键词：英语听力，情绪智力，英语学习

Contents

1. Introduction 1

2. Literature Review 2

2.1 Emotional Intelligence 2

2.2 Listening Comprehension 2

2.3 EI and Listening Comprehension 3

3. Method 5

3.1 Research Questions 5

3.2 Participants 5

3.3 Materials 5

3.3.1 EI Test 5

3.3.2 Listening Comprehension Test 6

3.4 Procedure 6

3.4.1 EI Test 6

3.4.2. Listening Comprehension Test 6

4. Results 7

4.1 Emotional Intelligence 7

4.2 Correlations 9

5. Discussion 11

5.1 Emotional Intelligence 11

5.2 Correlations 11

6. Conclusion 13

References 14

1. Introduction

In recent years, more and more college students complain that English learning of senior high schools and university English learning is not what two things, and after the university, many of the learners find their English level backward. Employers are not satisfied with the English level of the students. Though students hold lots of English test certificate, they almost have no practical communicative ability. On the other hand, university teachers complain: now EFL learners are more and more difficult to teach, and their listening and speaking skills to read and write are poorer than ever before, especially listening comprehension, so the classroom with full English teaching is almost impossible.