Atamanova, Inna V.

Bogomaz, Sergey A.

English

Tomsk State University Repository

Межрегиональная общественная организация «Ассоциация когнитивных исследований»Центр развития межличностных коммуникацийБалтийский федеральный университет имени Иммануила КантаВОСЬМАЯ МЕЖДУНАРОДНАЯ КОНФЕРЕНЦИЯ ПО КОГНИТИВНОЙ НАУКЕ18–21 октября 2018 г., Светлогорск, РоссияТезисы докладовTHE EIGTH INTERNATIONAL CONFERENCEON COGNITIVE SCIENCEOctober 18–21, 2018, Svetlogorsk, RussiaAbstractsСветлогорск201868EMOTIONAL INTELLIGENCE IN LINGUISTIC STUDENTS MAJORING IN LANGUAGES BELONGING TO DIFFERENT LANGUAGE GROUPS1I. V. Atamanova, S. A. Bogomaziatamanova@yandex.ru, bogomazsa@mail.ruNational Research Tomsk State University (Tomsk, Russia)Current views on foreign or second language learning concern a multifaceted and interdisciplinary nature of this process (Pawlak, 2013). There is a number of factors involved in learning a language, namely linguistic, psychological, cultural, didactic, etc. Learning a foreign language means entering another linguistic system and introducing yourself to another cultural system. Furthermore, learning a foreign language leads to some kind of the target-language culture transformation into one’s worldview (Atamanova et al., 2015).Emotional intelligence seems to be the very psychological aspect which can contribute to both foreign language learning and its usage while communicating to others speaking the target language (Goleman, 2011). Nevertheless, little is known about if there is any difference in emotional intelligence between foreign language learners depending on the target language being learnt. This knowledge will allow one to develop optimal trajectories of learning target languages and cultures in the context of linguistic students’ personal and professional development.The study presented was aimed at identifying specifi c features of the emotional intelligence parameters in linguistic students majoring in foreign languages belonging to different language groups. There were three groups of university students learning English (Group 1, n=130), Chinese (Group 2, n=110) and the Romance languages (Group 3, n=78) as their majors.To measure the emotional intelligence parameters, we applied D. Lyusin’s Emotional Intelligence Questionnaire (EmIn-Q) (Lyusin, 2006) including fi ve basic scales (recognition of others’ emotions, management of others’ emotions, emotional self-awareness, management of one’s own emotions, and control of emotional expression) and four integral scales (interpersonal and intrapersonal emotional intelligence, recognition of emotions and management of emotions).A comparative analysis of the descriptive statistics in the groups selected revealed that students majoring in the Chinese language had higher scores in the emotional intelligence parameters responsible for recognizing, understanding and managing emotions of other people (Table 1). This confi rms the previous 1 Th e study (research grant № 8.1.24.2017) was supported by the Tomsk State University competitiveness improvement programme.69study results (Smirnova, 2017) and is also consistent with the ideas about the specifi cs of the Chinese language itself, which implies a good ability to recognize the emotional component of Chinese statements due to this language tonality. However, no statistically signifi cant between-group differences were found for this group.Statistically signifi cant differences (p<0.05) were revealed between linguistic students majoring in English and the Romance languages in a number of emotional intelligence parameters, namely control of emotional expression, intrapersonal emotional intelligence and management of emotions. In Table 1, these values are shown in bold. The resulting between-group differences can also be related to the specifi cs of the languages being learnt. The Romance languages are characterized by a certain degree of emotional expressiveness which, apparently, affects one’s personal characteristics, both in case of people speaking these languages as their native ones and, accordingly, learning them. Note that this is also consistent with the results obtained earlier (Smirnova, 2017).EI parameters Group Mean Lower quartileUpper quartile SDSkew-nessKurto-sisRecognition of others’ emotions1 23.82 21.00 27.00 4.85 -0.46 1.092 24.15 21.00 27.00 5.13 -0.63 1.583 22.99 19.00 27.00 4.83 -0.30 0.21Management of others’ emo-tions1 17.73 15.00 21.00 4.45 -0.20 0.322 18.58 16.00 21.00 4.56 -0.31 0.343 18.51 16.00 21.00 3.82 0.10 -0.32Emotional self-awareness 1 16.81 14.00 19.00 4.59 0.18 -0.072 17.23 14.00 21.00 4.87 -0.19 -0.273 17.88 13.00 22.00 5.64 -0.01 -0.41Management of one’s own emotions 1 12.16 10.00 15.00 3.52 -0.22 -0.292 11.98 9.00 15.00 3.81 -0.16 -0.493 12.79 10.00 15.00 3.88 -0.07 -0.49Control of emo-tional expres-sion 1 9.62 7.00 12.00 3.62 -0.11 -0.422 9.77 7.00 12.00 3.55 0.10 -0.333 10.87 8.00 14.00 4.54 0.09 0.01Interpersonal emotional intel-ligence1 41.55 37.00 46.00 8.01 -0.09 0.522 42.73 38.00 49.00 8.35 -0.47 1.863 41.50 36.00 46.00 7.60 -0.18 -0.4370Intrapersonal emotional intel-ligence 1 38.59 34.00 44.00 8.64 -0.10 0.182 38.98 34.00 47.00 9.72 -0.04 -0.273 41.55 35.00 49.00 11.50 0.14 -0.05Recognition of emotions 1 40.63 36.00 45.00 7.24 -0.08 0.402 41.37 37.00 46.00 7.81 -0.18 1.373 40.87 36.00 45.00 8.48 0.18 -0.05Management of emotions 1 39.52 35.00 45.00 8.17 -0.00 0.402 40.34 35.00 46.00 9.08 0.00 -0.233 42.18 36.00 48.00 9.99 0.12 0.55Table 1. Descriptive statistics for the emotional intelligence parameters in linguistic students majoring in English (Group 1, n=130), Chinese (Group 2, n=110) and the Romance languages (Group 3, n=78)To sum up, the results obtained further research into individual differences connected with foreign language learning in the context of university students’ personal and professional development and should be taken into account to provide their optimal individual educational trajectories.Pawlak M. (ed.). 2013. New perspectives on individual differences in language learning and teaching. Berlin: Springer.Atamanova I. V., Bogomaz S. A., Kozlova N. V., Kashirina V. I. 2015. An educational technology for developing professionally-oriented EFL communicative competence: Its acmeological potential. Procedia – Social and Behavioral Sciences, 200, 236-242.Goleman D. 2011. The brain and emotional intelligence: New insights. Northampton: More Than Sound.Lyusin D. B. 2006. Emotional intelligence as a mixed construct: its relation to personality and gender. Journal of Russian and East European Psychology, 44(6), 54-68.Смирнова С. В. 2017. Психологические особенности студентов лингвистического про-филя, изучающих английский и китайский языки // Язык и культура: C б. ст. XXVII между-народной научной конференции. Томск: ТГУ, 274-277.

Emotional intelligence in linguistic students majoring in languages belonging to different language groups

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Emotional intelligence in linguistic students majoring in languages belonging to different language groups

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