چکیده:
The current study examined the correlation among Iranian EFL learners’ emotional intelligence (EI), critical thinking (CT) ability, and L2 vocabulary knowledge (VK). To this end, surveys were administered to 75 Iranian advanced EFL participants. Analyses of the data revealed a mutual relationship between the Iranian EFL learners’ EI and their L2 VK. Similarly, a positive correlation was found between their CT ability and L2 VK. Additionally, it was revealed that some components of EI enjoy a robust role in predicting the participants’ L2 VK. Finally, gender was found not to impact the correlation between the participants’ CT ability and their L2 VK. Findings suggest that EFL instructors might reserve a good space in their programs to further nourish and build features of EI and CT ability in the future generations of their L2 learners.
خلاصه ماشینی:
Emotional Intelligence and Critical Thinking Ability as Correlates of EFL Learners’ Vocabulary Knowledge Mohammad Nabi Karimi1, Mohammad Reza Hashemi2, & Mehran Sarbazfard3 1Corresponding author, Kharazmi University, karimi_mn@yahoo.
com Received: 25/10/2014 Accepted: 10/08/2015 Abstract The current study examined the correlation among Iranian EFL learners’ emotional intelligence (EI), critical thinking (CT) ability, and L2 vocabulary knowledge (VK).
Given the presumed fact that vocabulary is an important ingredient of any language and L2 VK is an essential part of an L2 (Richards & Renandya, 2002), it seems necessary to explore the relationship between this obviously crucial variable and the variables likely to affect its acquisition and development, including learners’ CT ability and their EI levels.
Likewise, in their study, with its logistics in the Iranian context, Fahim, Bagherkazemi, and Alami (2010) attempted to discover the possible relationship between the Iranian EFL test-takers’ CT ability and their performance on the reading section of TOEFL.
The results demonstrated that the Iranian EFL learners’ CT ability had a statistically significant impact on their performance on the reading comprehension test.
Additionally, the findings of this survey corroborated the results of the research by Rahimi and Skourdi (2010), in which they unfolded that there was a highly positive correspondence between the learners’ EI levels, linguistic intelligence, and vocabulary learning.
On the relationship between emotional intelligence and vocabulary learning among Iranian preuniversity EFL learners.
On the relationship between emotional intelligence and vocabulary learning of Iranian EFL learners at the intermediate level.
The relationship between emotional intelligence, and vocabulary knowledge among Iranian EFL learners.