Islamic Azad University

Science and Research Branch

A Thesis Submitted in Partial Fulfillment of Requirements for the Degree

of Master of Art in Teaching English as a Foreign Language (M.A)

The Relationship between Iranian EFL Learners' Emotional Intelligence and

their Speaking Strategy Preference

Advisor: Dr. Behdokht Mal Amiri

Reader:

Dr. Mansour Fahim

By: Somayeh Shah Hosseini

2011

Table of Contents

Contents Page No Acknowledgement…………………………………………………………… III Dedication……………………………………………………………………. IV Table of Contents ……………………………………………………………. V Abstract………………………………………………………………………. 1 1. CHAPTER 1: Background and Purpose 1.1 Statement of the Problem .............................................................................. 5 1.2 Significance of the Study .............................................................................. 6 1.3 Research Questions ....................................................................................... 9 1.4 Hypotheses ..................................................................................................... 10 1.5 Definition of the Key Terms ......................................................................... 10 1.6 Limitations and Delimitations of the Study .................................................. 12 2. CHAPTER 2: Review of the Related Literature 2.1 Emotional intelligence .................................................................................... 14

2.1.1 Emotional Intelligence and Language Learning ................................... 18 2.1.2 Using Emotional Intelligence in Teaching Reading Comprehension .............................................................................................. 18 2.1.3 Emotional intelligence & performance .................................................. 19 2.1.4 Quality of social interactions ................................................................ 21 2.1.5 Dimensions of emotional intelligence .................................................. 22 2.1.6 EQ-I ....................................................................................................... 23 2.1.7 Age ......................................................................................................... 25 2.1.8 The Improvement of Emotional Intelligence ......................................... 26 2.1.9 Mayer and Salovey classification .......................................................... 26 2.1.10 Trait EI ................................................................................................. 27 2.1.11 Emotional Intelligence: Ability and Mixed Models ............................ 27 2.1.12 EQ-Map Questionnaire ........................................................................ 30 2.1.13 EI & work ………………………. ...................................................... 30 2.1.14 EI and leadership in adolescents .......................................................... 31 2.1.15 EI & academic success ........................................................................ 32 2.1.16 Some Misconceptions by Daniel Goleman, (1998) ............................ 36 2.1.17 The Limits of IQ ................................................................................. 36 2.1.18 Emotional Competence ....................................................................... 37

2.2 Language Learning Strategies ……………….............................................. 40 2.2.1 Problems in Classifying Strategies ....................................................... 43 2.2.2 Definition of Communication Strategies .............................................. 43 2.2.3 Strategies for Negotiation of Meaning and Communication ................ 47

Contents Page No

2.2.4 EFL learners' beliefs and learning strategy use …………………………. . 48 2.2.5 Theories of self-efficacy and attribution ..................................................... 50 2.2.6 Studies of beliefs, motivation and strategy use ........................................... 51 2.2.7 Language learning strategies and Age and stages of learning or Schooling ............................................................................................................. 54 2.2.8 Language proficiency .................................................................................. 55 2.2.9 Factors Influencing the Choice of L2 Learning Strategies ......................... 56 2.2.10 L2 Strategy Training ................................................................................. 57 2.2.11 Strategies-based instruction on speaking a foreign language ................... 58 2.2.12 Strategy use ............................................................................................... 59 2.2.13 Metacognitive Knowledge ........................................................................ 60 2.2.14 Relation between Metacognitive Knowledge and Strategy Use ............... 61 2.2.15 Different views .......................................................................................... 62 2.2.16 Speaking & listening strategy use ............................................................. 64 2.2.17 Oral Skills ................................................................................................. 65 2.2.18 Strategies, Tactics, Techniques and Moves .............................................. 71 2.2.19 Language learning styles ........................................................................... 72 2.2.20 Strategy Use Often Relates to Style Preferences ...................................... 74

3. CHAPTER 3: Method 3.1 Subjects .......................................................................................................... 75 3.2 Instrumentation .............................................................................................. 76

3.2.1 English test of TOEFL (2003) .............................................................. 76 3.2.2 Emotional Intelligence Scale (Bar-On et al., (1997) ............................. 77 3.2.3 Speaking strategy preference Scale (Riazi & khodadadi, 2007) ........... 78

3.3 Data Collection Procedure ............................................................................. 78 3.4 Statistical Analysis ......................................................................................... 80

3.5 Design ............................................................................................................ 80 4. CHAPTER 4: Results and Discussion 4.1 Restatement of the Problem ........................................................................... 82 4.2 Data analyses and Results .............................................................................. 83 4.2.1 Testing the first null hypothesis ............................................................ 90 4.2.2 Testing the second null hypothesis ....................................................... 91 4.2.3 Testing the third null hypothesis ........................................................... 93 4.2.4 Testing the fourth null hypothesis ......................................................... 95 4.2.5 Testing the fifth hypothesis ................................................................... 96 4.2.6 Testing the sixth hypothesis .................................................................. 99 4.3 Discussions .............................................................................................. 103

Contents Page No

5. CHAPTER 5: Conclusion and Pedagogical Implications

5.1 Conclusion …………………………………………………………… 108 5.2 Pedagogical Implications …………………………………………….. 109 5.3 Suggestion for Further Research ……………………………………. 113

References……………………………………………………………..……. 115 Appendix A…………………………………………………………….…… 136 Appendix B…………………………………………………………………. 160 Appendix C……………………………………………………….……........ 163 Persian Abstract…………………………………………………………… 168

List of Tables

Table Page No

Table 4.1 ……… ............................................................................................. …….. 106 Table 4.2 ........................................................................................................ …….. 113 Table 4.3 …….. .............................................................................................. …….. 115 Table 4.4 ……… ............................................................................................. ……. 117 Table 4.5 ……… ............................................................................................. …….. 119 Table 4.6 ......................................................................................................... …….. 120 Table 4.7 ......................................................................................................... …….. 120 Table 4.8 ......................................................................................................... …….. 121 Table 4.9 ....................................................................................................... …….. 121 Table 4.10 ...................................................................................................... …… 122 Table 4.11 ........................................................................................................ …… 123 Table 4.12 ....................................................................................................... …… 123 Table 4.13 ........................................................................................................ …… 124 Table 4.14 ....................................................................................................... …… 125 Table 4.15 ..................................................................................................... …… 125 Table 4.16 ....................................................................................................... …… 126 Table 4.17 ....................................................................................................... …… 126

List of Figures

Figure Page No Figure 4.1 ..................................................................................... ......... 107 Figure 4.2 ...................................................................................... … ..... 108 Figure 4.3 ...................................................................................... ......... 109 Figure 4.4 ...................................................................................... ......... 110 Figure 4.5 ...................................................................................... ......... 111 Figure 4.6 ….................................................................................. ......... 112 Figure 4.7 ….................................................................................. ......... 114 Figure 4.8 ...................................................................................... ......... 116 Figure 4.9 ...................................................................................... ......... 118

1

Abstract

Emotional intelligence, as concerned with how an individual recognizes

and regulates his or her emotions, has been in limelight quite recently. This

study attempted to assess the advanced Iranian EFL learner's EI and its

relationship with the speaking strategy preference (one important skill that

appears to have important effects on teacher and student outcomes) among

Iranian EFL learners. The Researcher hypothesized that there is no

significant relationship between learners' EI and its subscales (emotional

self-awareness and assertiveness) and speaking strategy preference. The

results obtained showed that there was no significant correlation between

perceived EI and speaking strategy preference, but there is a significant

relationship between emotional self-awareness and speaking strategy

preference. There is a significant relationship between assertiveness and

speaking strategy preference and there is a significant relationship between

gender and speaking strategy preference. The regression conducted and

regression analyses revealed that speaking strategy preference could

predict emotional self-awareness. Also analyses showed the speaking

strategy preference could be a good predictor of assertiveness. Gender

could predict Speaking strategy preference.

115

6. The focus of this study was on EFL learners' speaking strategies

preference in general term and other research studies can be done on

separate subscales of speaking strategy.

7. This study was based on a sample of Iranian EFL learners. It can be

repeated for the population of EFL teachers.

This research can be done in different formats to answer other questions

that may come to attentive and intelligent minds including.

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137

چکيده

بررسی رابطه هوش هيجانی و استفاده از استراتژيهای گفتاری دانشجويان زبان

انگليسي

82به اين منظور . استهدف از اين مطالعه بررسی رابطه هوش هيجانی و استفاده از استراتژيهای گفتاری

دانشجوی مقطع کارشناسی ارشد در رشته های آموزش زبان انگليسی و ادبيات انگليسی در يک آزمون تافل

پرسشنامه 2برای جمع آوری اطالعات از . نفر به عنوان افراد همگن انتخاب شدند 62شرکت کردند و سرانجام

شرکت . ده از استراتژيهای گفتاری دکتر رياضی و خدادای آن و پرسشنامه استفا -پرسشنامه بار: استفاده شد

برای پيدا کردن رابطه . امتيازی اليکرت در اين پرسشنامه ها امتيازبندی شدند 5کننده ها بر اساس مقياس پاسخ

يافته های . بين متغيرها از آمار توصيفی، مقايسه ميانگين ها، همبستگی پيرسون و تحليل رگرسيون استفاده شد

ی و مقايسه ميانگين ها نشان داد که بصورت کلی همبستگی بين هوش هيجانی و استفاده از استراتژيهای کم

خود آگاهی هيجانی و (در حاليکه تفاوت معنا داری بين دو خرده مقياس هوش هيجانی .گفتاری وجود ندارد

نشان داد که خودآگاهی رگرسيوندر انتها تحليل . و استفاد ه از استراتژيهای گفتاری مشاهده شد) خودابرازی

. پيش بينی کننده استفاده از استراتژيهای گفتاری هستند) خرده مقياسهای هوش هيجانی(هيجانی و خودابرازی

همچنين رابطه معناداری بين جنسيت افراد و الگوی استفاده ار استراتژيهای گفتاری مشاهده شد و تحليل

نتايج اين مطالعه به ما . ينی کننده استفاده از استرتژيهای گفتاريسترگرسيون نشان داد که جنسيت يک پيش ب

خود آگاهی هيجانی و (اجازه داد که نتيجه گيری هايی درباره رابطه بين دو خرده مقياس هوش هيجانی

و استفاد ه از استراتژيهای گفتاری داشته باشيم که رهنمودهای آموزشی برای معلمان، تهيه ) خودابرازی

.دگان مواد درسی و تمام افراد شامل فرايند آموزشی يادگيری زبان خارجی خواهد داشتکنن

ب

دانشگاه آزاد اسالمي واحد علوم و تحقيقات

)M.A(نامه آارشناسي ارشد رشته آموزش زبان انگليسي پايان

:موضوع

رابطه هوش هيجانی و استفاده از استراتژيهای گفتاری دانشجويان زبان انگليسي

:استاد راهنما دآتر بهدخت مالميری

:استاد مشاور دآتر منصور فهيم

:نگارنده

سميه شاه حسينی

سال تحصيلي 1390- 1389