چکیده:
Emotional Intelligence is a challenging topic in the area of language research. Among other factors that might manipulate translators’ mind, their Emotional Intelligence level might be an influential element, too. The present research focused on examining the relationship between emotional intelligence and the students’ translation ability. It was carried out among 59 translation students in the Payam-Noor University in Iran, Mazandaran. After homogenizing the sample, the sample size was reduced to 32. The participants were required to translate some paragraphs of the short story 'A rose for Emily' and answer the Bar-On EQ-I questionnaire (1997). The results indicated that there was no relationship between EQ and the learners’ translation ability but some of the main subscales of emotional intelligence (i.e., problem solving, happiness, and flexibility) had statistically weak relationship with the learners’ translation ability. The results also showed that the combination of EQ and gender were positively correlated.
خلاصه ماشینی:
"The purpose of the study was primarily to consider if there is any significant relationship between EFL learners’ Emotional Intelligence and their translation ability.
Finally, it was the researchers’ concern to examine the possible interactional effect that the combination of gender and Emotional Intelligence might have on EFL learners’ translation ability.
In order to investigate the second research question concerning the significant relationship between Emotional Intelligence subscales and EFL learners’ translation ability, another Pearson product-moment correlations analysis was carried out.
To answer the third research question concerning the interactional effect of the combination of gender and Emotional Intelligence on EFL translation students’ ability, a one-way ANOVA was conducted.
Tables 3 and 4 indicate the results: Table 3 ANOVA of independence variable Emotional Intelligence and Gender on translation ability Source Type III Sum Mean of Squares df Square F Sig. a.
Table 5 shows the significance and effectiveness of ANOVA of independent variables (gender & Emotional Intelligence) on dependence variable (learners’ translation ability).
The results of Motallebzade (2009) revealed there was a strong relationship between Emotional Intelligence and EFL learners’ reading comprehension and structural ability except for social responsibility and empathy subscales.
Meanwhile, the present study investigated the interactional effect of the combination of Emotional Intelligence and gender on the learners’ translation ability.
These findings correspond with the findings of Naghavi and Redzuan (2011) and Afolabi (2013) who indicated that gender difference doesn’t have any significant correlation with Emotional Intelligence and the combination of them has a negative effect on the learners' success in language learning."