An Exploration of Chinese EFL Students' Emotional Intelligence and Foreign Language Anxiety
An Exploration of Chinese EFL Students' Emotional Intelligence and Foreign Language Anxiety
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DOI：
10.1111/j.1540-4781.2013.12042.x
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发表时间：
2013-12-01
影响因子：
4.9
通讯作者：
Yu, Weihua
中科院分区：
文献类型：
--
作者：
Shao, Kaiqi;Ji, Zhongmin;Yu, Weihua
本研究调查了中华人民共和国杭州市三所高校510名大学生的情绪智力和英语课堂学习焦虑。从特质情绪智力量表-简表获得的结果结果表明：（1）半数以上的中国大学生具有中等偏上的情绪智力水平，至少有三分之一的大学生在英语课堂上有语言焦虑;（B）学生的情绪智力、外语焦虑（弗拉）、英语成绩和自评英语水平之间存在中等到相对较强的关联;（3）弗拉对情绪智力预测学生英语成绩有显著的部分中介作用;（4）弗拉对情绪智力和英语自评水平的关系也有显著的部分中介作用。结果和影响的背景下，情感因素影响英语学习的重要性进行了讨论。
This study examined 510 Chinese students' emotional intelligence (EI) and English classroom learning anxiety at three universities in Hangzhou, People's Republic of China. Results obtained from the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) and the Foreign Language Classroom Anxiety Scale (FLCAS) showed the following results: (a) More than half of the Chinese college students possessed a middle to high level of EI and at least one third experienced language anxiety in English class; (b) Moderate to relatively strong associations were found among students' EI, foreign language anxiety (FLA), English achievement, and self-rated English proficiency; (c) FLA had a significant and partial mediating effect on EI in predicting students' English achievement; and (d) FLA also significantly and partially mediated the relationship between EI and self-rated English proficiency. Results and implications are discussed in the context of the importance of emotional factors affecting the learning of English.