Abstract:
Language and emotion are two related systems in use, in that one system (emotions) impacts the performance of the other (language). Both of them share their functionality in communication. Since the nature of foreign language classrooms is ideally interactional, emotional intelligence (EI) gains importance. The aim of this study was to find out whether one's total emotional quotient and its components influence one's preference for a certain type of directive speech act in a given speech event. Two questionnaires, namely, the Bar-On Emotional Quotient Inventory and Directive Speech Acts (DSA) were completed by 120 undergraduate students, at three universities in Iran, and the data were analyzed through chi square. The results revealed that there was statistically significant relationship between interpersonal intelligence and DSA preference for order and request. There was, however, no significant relationship between directive speech act preferences and other components of emotional intelligence.
Machine summary:
Two questionnaires, namely, the Bar-On Emotional Quotient Inventory and Directive Speech Acts (DSA) were completed by 120 undergraduate students, at three universities in Iran, and the data were analyzed through chi square.
There was, however, no significant relationship between directive speech act preferences and other components of emotional intelligence.
Introduction This study sets out to investigate whether there is any relationship between Iranian undergraduate EFL university students' Emotional Quotient (EQ), and their preference for the use of the five types of DSA (order, demand, request, suggestion and advice).
Since emotional intelligence is highly correlated with performance (Sparrow & Knight, 2006) an important concern might be to see its relation to that part of second/foreign language use in which performance is created as a result of what we say.
Social awareness and interpersonal relationship: Being aware of and understanding how others feel Identify with one's social group and cooperating with others Establishing mutually satisfying relationships and relating well with others Emotional management and regulation: Effectively and constrnctively managing emotions Effectively and constrnctively controlling emotions Adaptability Reality-Testing Flexibility Problem-Solving General Mood Optimism Happiness Change management: Validating objectively one's feelings and thinking with external reality Adapting and adjusting one's feelings and thinking to new situations Effectively solving problems of a personal and interpersonal nature Self-motivation: Being positive and looking at the brighter side of life Feeling content with oneself, others and life in general 3.