论文总字数：30291字

摘 要

传统的英语教学法给教师和学生带来了很多问题，尤其是造成了学生对英语学科的好奇心与兴趣的缺失，也给实际英语教学现状带来了许多危害。由于这个原因，情绪智力理论应该纳入我们的考虑。本篇文章在情绪智力理论框架下，通过介绍该理论的现实意义以及运用情绪智力理论时教师需要遵守的一些原则来研究情绪智力理论在英语教学中的应用，培养学生在外语交际过程中的语言和非语言能力,促进交际能力的提高。

关键词: 情绪智力理论；英语教学法；中学英语课堂

Contents

1. Introduction 1

2. Literature Review 2

2.1 The foreign research on the Emotional Intelligence Theory 2

2.2 The domestic research on the Emotional Intelligence Theory 3

3. The Significance of the Emotional Intelligence Theory 4

3.1 To enhance students’ learning initiative 4

3.2 To improve the efficiency of students’ learning 5

3.3 To develop a good habit 5

4. The Application of the Emotional Intelligence Theory in Middle School English Teaching 6

4.1 The preparation before class 7

4.2 The operation in class 8

4.3 The consolidation after class 8

5. Conclusion 11

Works Cited 12

1. Introduction

For students at the middle school level, because of their special physical and mental characteristics, the development of self-awareness and awareness of personal independence making a lot of high school students have emotional problems. For example, middle school students experience negative emotions, or feel ashamed to seek help from parents and teachers, or use a sad, angry way to deal with some learning problems. The reasons why so many middle school students have an emotional problem is the influence of Emotional Intelligence in addition to their physiological and psychological characteristics. Many experimental results have proved that Emotional Intelligence can affect middle school students’ academic performance. Therefore, researches on Emotional Intelligence theory have an important practical significance to enhance the English teaching in middle school. Besides, for a long time English teaching pattern is teacher-centered, and based on vocabulary and grammar. Students passively receive knowledge, so they cannot perform English smoothly even after many years of English learning. The focus of our new curriculum reform is to divert too much emphasis on scores instead of students’ cognitive level and interest in learning from life experience and the new curriculum advocates task-based learning and teaching approach to pay attention to experience, practice, participation, cooperation and exchanges. Therefore, after careful reflection, this essay indicates that Emotional Intelligence theory is a supplement for a traditional class system.

It is well known that the traditional classroom has brought many problems for a long time in the classroom teaching practice, like widespread class size, tight teaching time, heavy tasks of teaching new textbook issue and some forms of organization of teaching cannot enable each student to participate in activities. Classroom Teaching is more like “teacher talk, students listen” model or “teacher asks students to answer” model. It’ s a single and rigid teaching method and is mainly unidirectional, and lack of emotional awareness between students and teachers and peers’ cooperation (Gardner 85). There is a long-standing tendency in teaching, which emphasize on teaching knowledge rather than taking care of students’ emotion but not only paying attention to learning outcomes, ignoring the learning process. This teaching system ignores the positive role of emotion awareness in teaching and interaction in the development process between students. Most of the students’ creativity has been curbed, so that students have lost confidence in learning English.

The traditional mode of teaching English is to teach the words and phrases, explain the lessons, explain the grammar, read the text and do exercises to consolidate (Goleman 95). Obviously, this teaching model is based on teacher-centered, while ignoring the process of students own participation. In fact, the process of learning is more important than learning results. Students cannot really appreciate reading skills. Moreover, accepting a wide range and a large amount of information enable students to feel bored, monotonous, reducing the students’ interest in learning. Therefore, the research for teaching English course is more and more important.

2. Literature Review

2.1 The foreign research on the Emotional Intelligence Theory

The Emotional Intelligence Theory is put forward and test began in 1990s. It is a theory that is based on the study of cognitive psychology and research on education advanced by psychologist Salovey (P. Salovey) and professor Meyer (J. Mayer). This theory was put forward, coinciding with contemporary trend of education and hitting the mark of the disadvantage of traditional education, which has aroused widespread concern. Especially the New York Times columnist Goleman has written Emotional Intelligence according to the theory of Emotional Intelligence, which is easy to be understood by people over the world. That book caused a sensation in the world for a long time, EQ is well known and become a trend of contemporary education striking.

About what is the Emotional Intelligence, Salovey and Meyer firstly contains the definition of Emotional Intelligence according to the original Emotional Intelligence: the ability to monitor their own and others’ feelings and emotions, the ability to distinguish the differences of emotions and the ability to use this information to guide the individual thinking and the ability of action (Gu Mingyuan 20). This definition of the meaning of Emotional Intelligence regulates just from the three aspects: supervision, differentiation and the use. However, the ability of these three aspects only treats of the main body of the emotional perception and regulation, ignoring the emotional thinking. A revised definition of Emotional Intelligence is proposed in their recent paper, which includes the ability to accurately detect, evaluate, and express emotions, the ability to approach and produce feelings in order to promote thinking and the ability to regulate emotions in order to help the development of the emotions and intelligence. The latter definition adds the ability of emotion to guide and promote the thinking, that is, to recognize the effect of emotions on the subject and to be able to guide and promote the subject appropriately. Obviously, the latter one is more complete.

2.2 The domestic research on the Emotional Intelligence Theory

Some researchers in China put forward a new definition of Emotional Intelligence on the basis of the study abroad. The original definition will be the basis of motivation and interest in considering which refers to the self-awareness and others’ emotion regulation, grasps their psychological balance, leads to self-motivation and interest in combining the internal dynamic mechanism and accepts the regulation. It will properly handle the ability of the interpersonal relationships. Due to the motivation and interest of the Emotional Intelligence involved in the motive of human behavior, the Emotional Intelligence has ricer connotation and more incentive motivation (there are two main sources: the internal and external condition).

Since the Emotional Intelligence theory introduced into China, many people in the educational circles and applied linguistics have attempted to combine it with their own teaching practice, thus carrying out a lot of useful exploration. Some studies on the combination of academic intelligence and emotional quotient (EQ), trying to promote the development of EQ through subject teaching (Liang Liping 19). Some teaching methods are summarized, (such as the teaching method of Zhang JianZhong) which can be reflected in the education practice. With China’s entry into WTO and the increasing frequency of international communication, the demand of English application type talents is increasing rapidly and the language ability and communicative competence are especially important in foreign language teaching. According to the October 2004 College English reform in CET-4 and CET-6 questionnaire survey on more than 10000 national dozens of college teachers and students, their voice to improve the ability is the highest, up to 70%(Cai Jigang 5). However, in China, the long-term separation of primary and secondary education and higher education, the different stages of English teaching lack of covergence (Dai Weidong 21). It’s mainly about several of the teaching materials, listening and speaking skills are not paid enough attention to, which is caused by the examination oriented education in English teaching in secondary schools. The culture of “EQ Emotional” is not enough to cultivate students’ cognitive ability, which is not enough to develop the students’ Emotional Intelligence (Emotional Intelligence Quotient). So I think in the basic education stage, we should focus on cognitive ability and Emotional Intelligence training. This will enable students to master the language as communication tools in a pleasant in order to achieve the training objectives of the “new curriculum standards”, so as to realize the transfer of the middle school to university better.

3. The Significance of the Emotional Intelligence Theory

Traditional foreign language teaching may pay more attention to the knowledge, ignoring the role of Emotional Intelligence in the language teaching. According to a survey, the positive feeling such as happiness, interest, joy may contribute to the process of cognition. We can imagine, if we conduct interviews with depression, it will not only affect the reception of external information, but also can infect the mood of the main subjects. At last it will cause all kinds of speculation and even dissatisfaction. Teaching can at least play the following roles in English teaching.

3.1 To enhance students’ learning initiative

Psychology tells us that emotions have the positive or negative effect on a person’s behavior. As we all know, in English teaching, in addition to teaching students to master the language and skillful use of language, but also how to help students overcome the psychological fear. English teachers all know that the students should not be interrupted in the way of correcting or criticizing or expressing their dissatisfaction with the mood in the oral expression, but should be encouraged by the vision or action on the expression of the students. Students get encouragement and affirmation, the courage and confidence have increased and the expression will become natural and smooth. Thus, the teachers’ emotional expression will directly affect the students’ behavior and enthusiasm. In conclusion, Emotions play a role in the amplification of internal drive(Lu Jiamei 93). People will go out when the mood is high to overcome many difficulties to reach the intended target. On the other hand, depressed people are lack of impulse and spirit, going back when facing a little resistance. In addition, emotional experience can enhance the behavior of human.

3.2 To improve the efficiency of students’ learning

We may have had this experience: when our mood is not high or not want to open our mouth to communicative with others so sometimes emotional excitement is too high, the effect is also not good. Psychologist Herb thinks that emotions work. He pointed out that there seems to be a nonlinear relationship between a personal emotional arousal level and the level of intelligent operation (Lu Jiamei 99). When the emotional arousal level is low, the organisms have not enough emotional excitation energy and the intelligent operation efficiency is not high too. With the emotional arousal level rising, intelligent operation efficiency can be improved accordingly. But when the level rises to a certain height and then continues to rise, so the emotional excitation energy is too large to make people in an excessive high exciting state. At last the impact of intelligent operation will be affected. Damasio and Goleman also believes that solving the emotional problems can improve language learning effect and the negative emotions affect the development of learning potential. If learners are influenced by negative emotions, even good teachers, teaching materials or teaching methods are useless. Therefore, in teaching process, the use of Emotional Intelligence theory can effectively regulate the emotion so as to achieve the best results, so that the students’ learning efficiency can be maintained and improved (Damasin 173).

3.3 To develop a good habit

Learning attitude is a person’s intrinsic reaction tendency to the more lasting positive or negative learning activities. Numerous teaching practices show that a student who lacks the happy emotion experience in learning activities can’t love studying and can’t form a rational emotion. The rational emotion is the guarantee of a good learning attitude.

Therefore, in English teaching, teachers should first let the students get a happy mood experience in learning to promote the development of rational sense. Because of the development of rational sense, the students need a positive emotional experience in the accumulation of intellectual activity and happy mood experience is particularly important. Secondly, through love teaching, teachers promote the development of students’ intellectual sensitivity by teachers’ sense. When the teacher is teaching, he will pass on the experience of knowledge and skill to the students through the obvious or not obvious expression. Due to the effect of emotional infection, the students’ emotional experience has a subtle effect on the students’ sense of reason. Of course, the most important is the positive emotions, the discipline and teaching understanding love in the emotional impacts. Thirdly, through love teaching, it can improve the students’ interest in the teaching content of teachers by playing the signal function of emotion. An effective means of emotional factors on teachers’ performance in teaching content is expression. Using the expression has its unique function of information transmission to improve the speech vivid and arouse the interest of listener to the speaker’s utterance contents.

Emotional Intelligence theory in middle school English teaching has changed the previous knowledge of classroom teaching situation light, setting up to teaching idea of the knowledge and emotion. The purpose of English teaching is to cultivate students’ communicative competence and accompanied by emotional exchange in the process of language communication. Therefore, accurately understanding their own and other people’s emotions can adapt the ability to control yourself and others in favor of the development of the emotional exchanges between the two sides of the direction of development. It’s a manifestation of communicative competence.

4. The Application of the Emotional Intelligence Theory in Middle School English Teaching

After many years of practice and research, it is easily found that our English teaching has a usual and inseparable relationship between students’ English learning and Emotional Intelligence. We should pay attention to students’ learning motivation establishment and interest rather than just pay attention to the knowledge and skills. However, it should be more emphasis on cultivating students’ emotional skills and tempering the students’ noble character.

4.1 The preparation before class

4.1.1 Having more training on teachers’ Emotional Intelligence

A high Emotional Intelligence could be gained by teacher with rich feelings and wisdom. Because it has empathy, good affection and is good at loving and promoting thinking as well as good at using a humorous way to organize the classroom teaching. Therefore, it is easy to form a heart to heart collision and a heart to heart communication, resulting in resonance with students. So Emotional Intelligence can active the classroom atmosphere in the usual English teaching and increase the interaction between teachers and students, so that students can enjoy learning more efficiently. Here, I investigated a teacher, Mr. Li, who has been teaching high school English classes two for over ten years. He told the author that he basically did the “share the glory” thing, which means he always taught the graduate students in high school, so students particularly loved and missed his English class after graduation. One of the students had written a letter to him, “Dear Mr. Li, your English class is the only class where I could hear laughter in the third year study.” Of course, this may be an exaggeration but it better reflects that he full played Emotional Intelligence in the English class and he has a basic educational philosophy to entertain the students in the class(Guo Dejun 37).

As we all know, especially English language learning sometimes is unconventional, boring and even a little dull, so it is easy to produce boredom for students even lead to students’ abandonment. If we still follow the traditional “duck-stuffing” way to instill teaching, the result can only be that teachers teach bitter while students learn bitterly, which contributes to the consequence that students appear weariness. It is easily imagined that the final result will be contrary to expectations. The above-mentioned teacher has taught high school for a longer period, but many students and even teachers have a stereotype theory, that is, if in the third year in a senior school, a student’s achievement in English is not good, then he is unlikely to have much progress. But the following example makes us to ponder. In 1999, Mr. Li received two classes, both of which are grade three in high school. The results of these two classes are the worst among the whole grade. But actually there appeared the “miracle” in the college entrance examination, one of these two classes actually has an outstanding performance which exceeded the so-called “top class”. After years, their academic results confirmed feasibility of this approach and caused some repercussions in local. In teaching, a teacher has more training in Emotional Intelligence will help that the teachers are more likely to have more harmonious relationships and more noble sentiments.

4.1.2 Paying more attention to students’ self-motivation

Based on the previous findings, we suggest that in teaching, students learning should be the core. The three principles of effectiveness, accessibility and controllability can guide students according to their actual situation to establish English self-image formation process of learning English self-identification. Specifically, students may be asked to describe their ideal in English, to make it more clear, specific, reasonable and desirable and to improve the effectiveness of the self. Teachers may also guide students to assess their level of English and the establishment of an ideal self and accessible through efforts to achieve self-control according to their own situation. This aspect can reduce or even avoid the process of learning English sense of fear and anxiety.

On the other hand, it also can be able to motivate them to achieve the ideal of self-study hard in English. In addition, teachers should establish a harmonious relationship between selected teachers and anxious students (Arnold 72). In this way, they can enjoy the process of learning thus contributing to improve the academic performance of English proficiency and eventually reach the level they expect.

4.2 The operation in class

4.2.1 Making the class more situational

When using the same words, phrases and sentences in teaching materials, teachers should try to combine the content which would arouse interest of students, such as sports, movie stars, singers or combine the social hot spots to set certain situations. The organic combination of content knowledge with these situations enables students to perceive so that students’ interest will be particularly strong and thus students can learn easily. For example: Two minutes were observed in honor of those who died in Wenchuan earthquake (two minutes of silence in memory of those people died in the earthquake). By using such a sentence, the student suddenly concentrate their attention on it and is naturally operated into the situation. Next time they will feel handy to use this expression and sentences.

Teachers should be good at creating situations for the class according to the oral communication often used in life, so that students can gradually integrate into the English class. When teachers teach modal verbs, they can create a daily situation such as requirements, commands, requests, advice in order to explain the situation. It’s more conducive for students to understand and use. For example, When explaining invitation, teachers could invite some students to play the role: one student invited another to participate in their birthday party or to their home. Students can change their tones or change their plans according to the actual situation. By using actual communication in life, grammar will become more close to real life and students will more easy to grasp it.

 4.2.2 Using more body language

In addition, if the teacher is full of passion in the class, the students’ emotion can easily been driven up. Although it is not necessarily to have exaggerated body language, compared to other disciplines, the English teacher’s body language must be fuller. The teacher should be good at creating a certain environment situation and in these situations the teacher"s facial expressions and movements should strive to achieve a vivid and life like image, so that the students will learn easily. Taking a simple example, when teacher is talking about the word “shrug” , the teacher can first make a shrug movement together with the expression of frustration, so that students can easily guess what the word means. It’s better than simply reading the word and then tell students about the meaning.

When the teachers and students get along with each other for a long time and are familiar with each other, the use of body language is more obvious and the tacit understanding between teachers and students increases mutual understanding and trust. Teachers can use body language to help students understand what they could’t understand. For example, when teacher teaches “obstruct”, they can use a piece of tissue paper to cover their nose and pretend to be unable to breathe. Students can immediately know the meaning of this word.

4.3 The consolidation after class

We want students to succeed and gain confidence. At the same time, we should train them to become more strong to consolidate the achievements and all the requirements need students to have higher Emotional Intelligence. We know that everyone has the desire to succeed and every time a small success tends to make people gain self confidence. At last, it will be closer to achieve success. Liu Jinghai, the president of Zhabei VIII School explored the “successful education”, which gave me a deep inspiration. The guiding ideology of success education is that “teachers create many chances of success for students with learning difficulties and strengthen the cultivation of non-intelligence factors so that students have the desire to succeed. Giving encouragement evaluation could help students to get successful experience”(Lu Jiamei 79).

On the other hand, strengthening the mind and consolidating the results also need the role of Emotional Intelligence. Once students have a clear motivation together with the reasonable creation of scenarios in study and the clever design classroom by teacher, the knowledge they have learned will inevitably generate interest. All these achievements can in turn mobilize their intellectual factors, so that the knowledge can be learned more deeply and more flexibly. In fact, the students’ IQ also can make potential development. Once students’ intellectual factors are developed, those factors will promote the development of their Emotional Intelligence. Therefore, in the teaching process, intelligence quotient and Emotional Intelligence should be influenced and promoted each other. In summary, we find that in the usual English teaching, Emotional Intelligence plays a very delicate and very great role. It can fully mobilize the enthusiasm of teaching and learning so that their potential can be maximized.

Besides, the desire to pursue new things or new knowledge makes them find ways to use a variety of available modern media and other means, which usually make teaching English flexible and create a relaxed and pleasant learning atmosphere for student.

Finally, teachers may teach with more fun, leading to a virtuous circle. For the students, since teachers create a very relaxing and lively environment, in line with the nature of the students, it is very easy for students to learn happy. Students may not feel tired and like the teacher as well as English classes, thus learning the English successfully.

5. Conclusion

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