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Record identifier : 564700
Personal Name - Primary Intelectual Responsibility : Farnia, Forouzan
Title and statement of responsibility : The Relationship between Emotional Intelligence Skills and Foreign Language Proficiency [Thesis]/فرنیا، فروزان;supervisor: Khatib;advisor: Birjandi
Publication, Distribution,Etc. : , 2007
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Master of Arts
Body granting the degree : , Allameh Tabataba'i University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : ..هدف تحقیق: بررسی ارتباط میان مهارت های هوش عاطفی و سطح مهارت در زبان خارجی است. پرسش های تحقیق: آیا ارتباطی بین نمره تافل زبان آموزان، نمره کلی مهارت های هوش عاطفی و نمره کلی حیطه‌های مشکل ساز از حیث عاطفی وجود دارد؟ آیا ارتباطی بین نمره تافل زبان آموزان و هریک از ۰۱ مهارت هوش عاطفی همچنین هریک از ۳ حیطه مشکل زا وجود دارد؟ آیا تفاوت مهمی بین الگوهای هوش عاطفی زبان اموزانی که نمره بالا در تافل کسب کرده اند و آنها که نمره پایین در تافل گفته‌اند وجود دارد؟ یافته‌های تحقیق: به دلیل وجو ضریب همبستگی مثبت بین نمره تافل و نمره کلی هوش عاطفی بین این دو فاکتور ارتباط مستقیم وجود دارد. به دلیل وجود ضریب همبستگی منفی بین نمره تافل و نمره کلی حیطه‌های مشکل زای هوش عاطفی بین این دو فاکتور ارتباط معکوس وجود دارد. بین نمره تافل و ۷ مهارت هوش عاطفی ضریب همبستگی مثبت و در نتیجه ارتباط مستقیم وجود دارد. بین نمره تافل و ۲ حیطه مشکل زا ضریب همبستگی منفی و در نتیجه ارتباط معکوس وجود دارد و
: There have been many studies on the relationship between Emotional Intelligence on one hand, academic achievement and various aspects of foreign language learning on the other hand.The purpose of this study is to find out the relationship between foreign language proficiency and Emotional Intelligence. To fulfill this aim, adult English learners who were studying at Kish Language School at the advanced level were selected. They attended a version of PBT TOEFL in order for the researcher to gain their English proficiency score. They were also given ESAP which is a self-report instrument to measure the emotional skills. It has got four domains, 10 skills and 3 non-skills which are called Potential Problem Areas. The participants were scored on all these items. Descriptive Statistics, Comparison of the means, T-test, Pearson Correlation and Multiple Linear Regression analyses were applied to examine the relationship between English proficiency and Emotional Intelligence skills. The quantitative findings indicated that there was a significant relationship between the TOEFL score and the EI skills Total, the three EI domains of Leadership, Self-Management and Intrapersonal, as well as seven subskills of Comfort, Empathy, Leadership, Drive Strength, Commitment Ethic, Self-Esteem and Stress Management. It was also found out that the PBT TOEFL score had a negative relationship with Emotional Intelligence Potential Problem Areas Total and two of its sub categories, Aggression and Deference.The results of the T-test revealed that people with different levels of general English proficiency were meaningfully different in terms of their EI skills. Comparing with the Low Proficiency group, the group with a higher proficiency level proved to be stronger in nearly all EI skills and had more control in potential problem areas. Finally, Multiple Linear Regression Analysis concluded that ESAP is not a good predictor of the PBT TOEFL. Among the 15 EI variables, only two could predict the PBT TOEFL results up to about 30 The present research proved the existence of a link between foreign language proficiency and Emotional Intelligence skills among the Iranian adult learners of English as a foreign language. The newly coined concept of EI is a border which can be applied for pedagogical purposes. Also studying EI with regard to its relationship with foreign language proficiency can open a door to facilitate learning..
Topical Name Used as Subject : Emotional Intelligence Skills
: Foreign Language Proficiency
Information of biblio record : TL
 
 
 
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