%40تخفیف

Exploring the Relationship Between Advanced L2 Learners’ Emotional Intelligence and Pragmatic Performance: A Focus on Gender

Name: Exploring the Relationship Between Advanced L2 Learners’ Emotional Intelligence and Pragmatic Performance: A Focus on Gender
SKU: 14862
Price: 210000 IRR
Availability: InStock

تعداد122 صفحه در فایل word

English Department

Exploring the Relationship Between Advanced L2 Learners’ Emotional Intelligence and Pragmatic Performance: A Focus on Gender

Abstract

Research on L2 learners’ success at development and appropriate use of pragmatic ability and knowledge has mostly approached the issue from a cognitive or social perspective, and less attention has been devoted to the problem from the equally important emotional or individual-psychological lenses. This study sought to investigate the following issues among 80 advanced EFL learners (32 males and 48 females). Also, Bar-On’s Test of Emotional Intelligence (EI) and Liu’s (2004) Test of Pragmatic Performance were administered to the participants. Striving to find the participants’ EI profiles, first, this study was an attempt to explore the relationship between the participants’ EI (along with its dimensions) and their pragmatic performance by calculating the Pearson product-moment correlation. Second, the possible influence of gender on this association was explored. The results demonstrated that the participants performed better on intrapersonal, interpersonal, and adaptability skills consecutively. Also, the results indicated that there were 3 medium positive correlations between the participants’ intrapersonal, interpersonal, and EI dimensions and their pragmatic performance as well as 2 small positive correlations between the participants’ adaptability and stress management abilities and their pragmatic performance. Also, the females with more EI and intrapersonal skills performed better on the pragmatics test than the males did. The findings suggest that pragmatic development is intricately linked to L2 learners’ affect, subjectivity, and emotions, and that this interplay, in turn, is not immune to the gender influence. The overall findings might be revealing to L2 pedagogy, suggesting the incorporation of L2 learners’ pragmatic performance, EI, and a report of their gender differences into L2 teachers’ programs.

Key Words: Emotional intelligence (EI), Pragmatics, Pragmatic competence, Gender

differences

دسته: زبان خارجه, زبان خارجه برچسب: Gender, Key Words: Emotional intelligence (EI), Pragmatic competence, Pragmatics

توضیحات

Table of Contents i

List of Tables iv

List of Figures………………………………………………………… v

List of Abbreviations vi

Abstract vii

Chapter One: Introduction

1.1. Overview 1

1.2. Statement of the Problem 4

1.3. Research Questions 6

1.4. Research Hypotheses 6

1.5. Significance of the Study 6

1.6. Definition of Key Terms 8

1.6.1. Emotional Intelligence 8

1.6.2. Pragmatics 8

1.6.3. Pragmatic Competence 9

1.6.4. Gender Differences 9

Chapter Two: Literature Review

2.1. Emotional Intelligence 10

2.1.1. Historical Background of Emotional Intelligence 12

2.1.2. Importance of Emotional Intelligence………………. 13

2.1.3. Models of Emotional Intelligence 16

2.1.3.1. Ability-Based Model…………………………….. 16

2.1.3.2. Mixed Models 19

2.2. Pragmatics………………. 27 2.3. Historical Background of Pragmatics 29

2.4. Pragmalinguistics and Sociopragmatics 30

2.5. Interlanguage Pragmatics………………………………………… 31

2.6. Speech Act Theory 32

2.6.1. Austin’s Model 33

2.6.2. Searle’s Model 34

2.6.3. Grice’s Model 35

2.6.4. Sperber and Wilson’s Relevance Theory 37

2.7. Pragmatic Competence 38

2.8. Importance of Pragmatic Competence 39

2.9. Emotional Intelligence and Pragmatic Competence 41

2.10. Gender Differences 42

Chapter Three: Methodology

3.1. Participants 44

3.2. Instruments 45

3.3. Procedure 46

3.4. Data Analysis 47

Chapter Four: Results

4.1. Restatement of the Problem 49

4.2. Results of Descriptive Statistics of EI 50

4.3. Results of the Pearson Product-Moment Correlation for EI and Pragmatic Performance 51

4.4. Results of the Independent Pearson Product-Moment Correlation

for EI and Pragmatic Performance 52

Chapter Five: Discussion, Conclusion, Implications,

Limitations, and Suggestions

5.1. Discussion……………………………………………………….. 55

5.2. Conclusion 61

5.3. Implications of the Study 62

5.4. Limitations of the Study 64

5.5. Suggestions for Further Research 65

References 67

Appendixes

Appendix A: Oxford Placement Test (OPT) 86

Appendix B: Bar-On’s EQ-I 93

Appendix C: Test of Pragmatic Performance 100

Appendix D: Answer Key for Test of Pragmatic Performance 107

List of Tables

Table 3.1. Advanced EFL Learners’ Information 45

Table 4.1. Descriptive Statistics of the Five Dimensions of EI 50

Table 4.2. Results of the Pearson Product-Moment Correlation for

EI (and Its Dimensions) and Pragmatic Performance 51

Table 4.3. Results of the Independent Pearson Product-Moment Correlation for EI (and Its Dimensions) and Pragmatic Performance 52

List of Figures

Figure 2.1. A Circular Picture of the Four Branches of EI 17

Figure 2.2. Grice’s Model…………………………………………… 35

Exploring the Relationship Between Advanced L2 Learners’ Emotional Intelligence and Pragmatic Performance: A Focus on Gender

تعداد122 صفحه در فایل word

English Department

Exploring the Relationship Between Advanced L2 Learners’ Emotional Intelligence and Pragmatic Performance: A Focus on Gender

Abstract

Key Words: Emotional intelligence (EI), Pragmatics, Pragmatic competence, Gender

differences

Table of Contents

Table of Contents i

List of Tables iv

List of Figures………………………………………………………… v

List of Abbreviations vi

Abstract vii

Chapter One: Introduction

1.1. Overview 1

1.2. Statement of the Problem 4

1.3. Research Questions 6

1.4. Research Hypotheses 6

1.5. Significance of the Study 6

1.6. Definition of Key Terms 8

1.6.1. Emotional Intelligence 8

1.6.2. Pragmatics 8

1.6.3. Pragmatic Competence 9

1.6.4. Gender Differences 9

Chapter Two: Literature Review

2.1. Emotional Intelligence 10

2.1.1. Historical Background of Emotional Intelligence 12

2.1.2. Importance of Emotional Intelligence………………. 13

2.1.3. Models of Emotional Intelligence 16

2.1.3.1. Ability-Based Model…………………………….. 16

2.1.3.2. Mixed Models 19

2.2. Pragmatics………………. 27 2.3. Historical Background of Pragmatics 29

2.4. Pragmalinguistics and Sociopragmatics 30

2.5. Interlanguage Pragmatics………………………………………… 31

2.6. Speech Act Theory 32

2.6.1. Austin’s Model 33

2.6.2. Searle’s Model 34

2.6.3. Grice’s Model 35

2.6.4. Sperber and Wilson’s Relevance Theory 37

2.7. Pragmatic Competence 38

2.8. Importance of Pragmatic Competence 39

2.9. Emotional Intelligence and Pragmatic Competence 41

2.10. Gender Differences 42

Chapter Three: Methodology

3.1. Participants 44

3.2. Instruments 45

3.3. Procedure 46

3.4. Data Analysis 47

Chapter Four: Results

4.1. Restatement of the Problem 49

4.2. Results of Descriptive Statistics of EI 50

4.3. Results of the Pearson Product-Moment Correlation for EI and Pragmatic Performance 51

4.4. Results of the Independent Pearson Product-Moment Correlation

for EI and Pragmatic Performance 52

Chapter Five: Discussion, Conclusion, Implications,

Limitations, and Suggestions

5.1. Discussion……………………………………………………….. 55

5.2. Conclusion 61

5.3. Implications of the Study 62

5.4. Limitations of the Study 64

5.5. Suggestions for Further Research 65

References 67

Appendixes

Appendix A: Oxford Placement Test (OPT) 86

Appendix B: Bar-On’s EQ-I 93

Appendix C: Test of Pragmatic Performance 100

Appendix D: Answer Key for Test of Pragmatic Performance 107

List of Tables

Table 3.1. Advanced EFL Learners’ Information 45

Table 4.1. Descriptive Statistics of the Five Dimensions of EI 50

Table 4.2. Results of the Pearson Product-Moment Correlation for

EI (and Its Dimensions) and Pragmatic Performance 51

Table 4.3. Results of the Independent Pearson Product-Moment Correlation for EI (and Its Dimensions) and Pragmatic Performance 52

List of Figures

Figure 2.1. A Circular Picture of the Four Branches of EI 17

Figure 2.2. Grice’s Model…………………………………………… 35

محصولات مرتبط

An Investigation of the Techniques of Teaching Conversation to Iranian Intermediate EFL Learners in English Institute Oversized Classrooms

Novel “Things Fall Apart” and Its Two Farsi TranslationsAn Investigation into the Representation of Social Actors in Chinua Achebe’s

COHERENCE ERRORS IN IRANIAN EFL LEARNERS’ WRITING: A RHETORICAL STRUCTURE THEORY APPROAC