A Study On The Correlation Between Emotional Intelligence,Foreign Language Enjoyment And English Reading Proficiency Of College English Majors

Since the 21 st century,with the establishment and development of Positive Psychology,researchers in the field of Second Language Acquisition have begun to focus on learners’ positive emotions.However,studies on positive emotions have generally focused on the relationship between positive emotions and students’ academic achievement,among which some scholars explored the relationship between Emotional Intelligence,Foreign Language Enjoyment and English academic achievement.Few studies explore the correlation between Emotional Intelligence,Foreign Language Enjoyment and a certain second language module(e.g.reading,listening et al.).Therefore,the present study,guided by Positive Psychology,explores the relationship between Emotional Intelligence,Foreign Language Enjoyment and English reading proficiency and further analyzes the mediating role of Foreign Language Enjoyment.In this study,111 sophomores of English majors from a university in western China were selected to take part in the questionnaire survey.The Statistic Package for Social Science 26(SPSS)and Structural Equation Model(SEM)were used to analyze the results of the questionnaire survey.The survey results show: 1)English majors have a medium level of Emotional Intelligence and a moderate level of Foreign Language Enjoyment.2)Emotional Intelligence is positively correlated with Foreign Language Enjoyment and English reading proficiency;Foreign Language Enjoyment is positively correlated with English reading proficiency.3)Foreign Language Enjoyment plays a mediating role in the relationship between Emotional Intelligence and English reading proficiency.The total effect and indirect effect of Emotional Intelligence on English reading proficiency are significant,but the direct effect is not significant.Based on the results of the study,this paper summarizes the limitations of the study and discusses the implications of the findings for English reading teaching,so as to stimulate students’ positive emotions in the process of English learning,and ultimately improve students’ English reading proficiency and English academic achievement.