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Anxiety.Communication aprehension

Test anxiety

Fear of negative evaluation

Self-esteemPerformance

Appearance

Social

EmpathyEmpathic suffering Positive sharing

Responsive crying Emotional attention

Feeling for others

Learning a second language does not just rely on working out and mastering grammar components. The final aim for learning a language is to be able to convey meaning within a social environment. Therefore, emotional intelligence plays a key role within the learning process and must be seen as a critical factor to nurture second language acquisition.

The current work evaluates the effects of certain social-affective variables that encourage or prevent learners from succeeding in language development..

Emotional intelligence for empowering EFL learnersde la Paz Arroyo Carlos Eduardo 1, Granados Baeza Manuel Jesús2.

1 Instituto Angloamericano de Idiomas de Cuernavaca, Alpes No. 101 Col. Miraval Cuernavaca, Mor. México. carpaz72@yahoo.com

2 Instituto Tecnológico de Zacatepec, Calz. Tecnológico No. 27 Zacatepec Mor. México

Results

Concluding remarks

References

Assessing the learners’ performance

EFL learners are driven by varied intrinsic motivations. However, they are at the same time limited by lack of social and emotional skills. The function of the teacher is not merely to teach but to teach how to learn. The findings of this study revealed that high levels of anxiety, low emotional empathy and weak self-esteem traits are determinant factors to succeed in linguistic competences. Having implemented some strategies, not only will learners develop academically but emotionally and more importantly, communicatively. Consequently, learners whose emotional skills are nurtured will be likely to succeed in second language acquisition.

Affective variables

MethodologyAbstractEmotional intelligence is approached as a core element for performing successfully in EFL courses. How can EFL teachers deal with emotional issues which prevent students from learning? Empower learners to overcome anxiety and foster their low self-esteem and empathy levels that interfere in second language acquisition.

Horwitz, E.,Horwitz, M. and Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal. 70: 125-132. Heatherton, T., Polivy, J. Development and validation of a scale for measuring state self-esteem. (1991). Journal of Personality and Social Psychology. 60 (6):895-910. Caruso, D. R., & Mayer, J. D. (1998). A Measure of Emotional Empathy for Adolescents and Adults. Unpublished Manuscript. Lozanov, G (1978). Suggestology and outline of suggestopedy. New York: Gordon and Breach Science Publishers.

Introduction

Empathy Self-esteem

Anxiety

Background

Teaching strategies

Objective

4 Very Good 3 Good 2 Fair 1 Poor

Message

Information is relevant to the task.

Some relevant information is missing or not clear.

Important information is missing.

A lot of information is missing.

Communicative Effectiveness

Conveys ideas fully and appropriately.

Conveys ideas adequately.

Lack of clarity when conveying ideas.

Frequent digressions and confusion.

Fluency

Comfortable, natural-sounding speech. Few, if any, hesitations.

Occasional hesitations and pauses. Speech flows naturally most of the time.

Speech is choppy; uneven rate. Little expression.

Hesitation affects overall communication.

Language Use

Uses relevant structures and lexical items. Majority of sentences are error-free.

Some imprecise or inaccurate use of structures and lexical items. Meaning is clear.

Uses narrow range of structures; some imprecise word choice.

Communication breakdowns because of frequent mistakes in use of structures or lexical items. Frequent imprecise lexical items.

Intelligibility

Pronunciation and intonation are generally clear. Comprehension is easy.

Occasional slips. Minor difficulties which do not affect intelligibility.

Difficulties are noticeable and cause communication breakdowns.

Pronunciation interferes with communication.