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Language learning is a complex process which involves fundamental issues such as language components, pragmatics, prior language experience, classroom circumstance, intergroup relations, culture, cognition, learner personality, and learning behaviors etc. As far as the internal factors of the learners’ are concerned, the processes of second language learning and production are codetermined by the affective and cognitive aspects of the learners to a variable extent (Shao, Yu, & Ji, 2012). There has been an uprising interest in the investigation of the interaction between learners’ emotion and cognition i.e. learners’ emotional intelligence (EI) in relation to second language learning (Abdolrezapour and Tavakoli, 2011). However, compared with other psychological aspects of language learning such as learning strategies and styles, attitudes, motivation, and anxiety etc., research on the relationship between emotional intelligence and second language learning are still in need, especially in China (Shao, Yu, & Ji, 2012).
As Wang (2005) noted, “success in language learning is largely connected with how teachers take care of students’ emotional needs. When students’ emotional needs are met, then students in turn concentrate on learning the language”. China has the largest number of EFL students in the world and the majority of them have little opportunity to speak English outside classroom. Students often fear using English to communicate in public or naturalistic settings, even for some of the brightest ones among them. Listening, firstly, could be the most dilemma for those EFL learner to obtain enough input during the process of second language acquisition. The emotional needs and inner feelings of these students during foreign language learning should be taken care of seriously. This is the very point the present sought to touch.
This study was significant in that it is not only the rare one that addressed such a topic in China, but also provides some fresh findings on the issue in the field. It offers valuable data for those who serve at the front line of foreign language education. The research result may be used as a guide to help foreign language teachers to increase their understanding of language learning from students’ psychological perspective. This study can also provide insights for language educators on how to develop EI interventions to improve listening ability among EFL students.
2. Literature Review
2.1 Emotional Intelligence
In 1983, Howard Gardner introduced the idea that traditional types of intelligence, such as IQ, failed to fully explain cognitive ability. The idea of multiple intelligences which included both interpersonal intelligence and intrapersonal intelligence was put forward (Smith, M. K., 2002). The first use of the term "emotional intelligence" was usually attributed to Wayne Payne's doctoral thesis from 1986. However, prior to this, the term "emotional intelligence" had appeared in Beldoch (1964), Leuner (1966). The distinction between trait emotional intelligence and ability emotional intelligence was introduced in 2000 by Petrides and Furnham. However, the term became widely-known with the publication of Goleman's Emotional Intelligence - Why it can matter more than IQ (1995).
The EI model introduced by Daniel Goleman (1995) focused on EI as a wide array of competencies and skills that drove leadership performance. Goleman's model outlined five main EI constructs: self-awareness, self-regulation, social skill, empathy and motivation. There were a lot of definition of EI with the development of researched done by many scholars. Different definitions of EI were pided into two general models: ability EI and trait EI.
In the broadest sense, the trait model of EI can be understood as the ability to perceive and express emotion accurately and adaptively, the ability to understand emotion and emotional knowledge, the ability to use feelings to facilitate thought, and the ability to regulate emotions in oneself and in others. (Mayer& Salovey, 1997; Mayer, Salovey & Caruso, 2000). The ability-based model views emotions as useful sources of information that help one to make sense of and navigate the social environment. (Mayer & Salovey, 1997). Trait EI is a constellation of emotional self-perceptions located at the lower levels of personality (Petrides, et, 2007). In lay terms, trait EI refers to an inpidual's self-perceptions of their emotional abilities. This definition of EI encompasses behavioral dispositions and self-perceived abilities and is measured by self-report, as opposed to the ability based model which refers to actual abilities.