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Record identifier : 564672
Personal Name - Primary Intelectual Responsibility : Roohani, Ali
Title and statement of responsibility : An Investigation into Emotional Intelligence with an Eye on Literature; Its Relationship with Empathy and Foreign Language Anxiety in an EFL Context [Thesis]/روحانی، علی;supervisor: Khatib;advisor: Fahim, birjand
Publication, Distribution,Etc. : , 2008
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : PhD
Body granting the degree : , Allame Tabatabai University The Faculty of Persian Literature and Foreign Language
Summary or Abstract : .هدف تحقیق:بررسی هوش عاطفی با نگاهی بر ادبیات، رابطه هوش عاطفی با همدلی و اضطراب در یادگیری زبان انگلیسی است. پرسش های تحقیق: آیا یک دوره درسی شناختی - عاطفی مبتنی بر متنهای ادبی می تواند بر نمرات هوش عاطفی همدلی و اضطراب در فراگیری زبان و نمرات حاصل از درک و تفسیر داستان کوتاه و شعر در جامعه آماری همبستگی دارد؟ ایا تفاوت معناداری بین نمرات هوش عاطفی جامعه آماری رشته مختلف زبان انگلیسی و پسر و دختر مشاهده می شود؟ یافته های نشان داد دوره درسی شناختی عاطفی مبتنی بر خواندن قطعه های ادبی بطور معناداری بر نمرات هوش عاطفی موثر بوده است این دوره درسی بطور معنادر نمرات هوش عاطفی آزمون مسکیت و همدلی را فزایش داده و نمرات اضطراب ناشی از فراگیری زبان را کاهش داده است. رابطه همبستگی مثبت و معنادار بین نمرات هوش عاطفی از یک سوی و نرمات همدلی و تفسیر داستان شعر از سوی دیگر وجود دارد
: This study is intended to explore emotional intelligence, foreign language anxiety and empathy in a cognitive-affective reading-based course where literary readings are used as the basis of learning and classroom activities. Also, this study investigates the relationship between emotional intelligence and literature, which is operationalized in terms of several short stories and poems. Method: This study included two parts or phases: quasi-experimental (experimental) and correlational (non-experimental). In the quasi-experimental part, two intact classes of undergraduate EFL students, including seventy subjects, from Shahrekord University were selected and randomly assigned as control and experimental groups. The pretest scores were obtained by administering the emotional intelligence (MSCIET and EQ-Map), foreign language anxiety (FLCAS) and empathy (MEES) tests to both groups. The subjects in the control group were assigned non-literary readings, but the subjects in the experimental group were assigned literary readings which were the basis not only for learning materials, but also for classroom activities demanding negotiation of affective and cognitive processes. After eight weeks, posttest scores were obtained by administering the same tests to both groups. Multivariate and analysis of covariance were conducted to explore the impact of treatment on emotional intelligence, foreign language anxiety and empathy. In the non-experimental part of the study, 345 graduate and undergraduate EFL students from three majors of English (Translation, Literature and Teaching of English) participated in the study. To collect data, emotional intelligence tests, along with nine short stories and fourteen poems, were administered to the subjects. Then, MANOVA and Pearson Product correlational procedures were run to explore the gender and major of study variables as well as the relationship between emotional intelligence and interpretation of poems and stories. Results: The results of data analyses showed: First, the cognitive-affective course in which literary readings were used significantly affected emotional intelligence, foreign language anxiety and empathy. This course significantly improved the subjects' MSCEIT and empathy scores, but significantly decreased their language anxiety scores. Second, the scores from both emotional intelligence (EQ) measures correlated positively with empathy and negatively with foreign language anxiety scores. Third, scores from both EQ measures correlated significantly and positively with scores from the interpretation of short stories and poems among both undergraduate and graduate subjects. Fourth, the subjects' emotional intelligence scores from three majors of English did not differ significantly. Finally, female subjects' EQ scores differed significantly form male subjects' EQ scores. The pedagogical implications for learners, teachers, educators and materials developers are presente..
Topical Name Used as Subject : Emotional Intelligence
: Empathy
: Anxiety
: Foreign Languag
: EFL Context
Information of biblio record : TL
 
 
 
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