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The Influence Of Emotional Intelligence Of Junior Middle School English Teachers On EFL Classroom Teaching

Posted on:2013-05-21Degree:MasterType:Thesis
Country:ChinaCandidate:G J LiFull Text:PDF
GTID:2247330371470333Subject:Curriculum and pedagogy
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In junior middle school, students become rebellious, stressful, and independent from theirparents and suffer from emotional problems while they are in the special transition fromchildren to adolescent. Besides, in the process of learning foreign language, they are likelyto experience the negative feelings of struggle, frustration and anxiety. So the Englishteacher plays a critical role in this process. A good English teacher can perceive andhandle the feelings of the students and their own, which facilitates the instructionalprocess. As the concept of emotional intelligence (EI) grew in popularity, many researcherspoint out EI plays a key role in individual’s career. Therefore, it is essential to explore theimpact of English teachers’EI on EFL classroom teaching.This study mainly discusses the role of the junior middle school English teacher’s EI inclassroom teaching. The following are the specific questions to be researched.(1)The correlation between the junior middle school English teachers’EI and the teachers’success from the students’perspectives.(2)The correlation between the junior middle school English teachers’EI and theirpositive teaching behaviors.(3) The correlation between the junior middle school English teachers’EI and thestudents’academic performance.The researcher distributes EIS (Emotional Intelligence Scale) to 102 Junior middleschool English teachers from experimental junior middle school of Shan Xi Province, KangJie middle school, Cheng Cheng middle school, Modern Bilingual schools, Affiliated middleschool of Shanxi Agricultural University , the No.3, No.4 and No.5 middle school of Tai Gu.They were asked to finish the scale. Then the researcher chose thirty students randomlyfrom each teacher’s class and asked them to finish two questionnaires, characteristic ofsuccessful teacher and positive teaching behaviors respectively. Later, the researcher usedthe SPSS software to process the data. The data analysis reveals that there is a significant positive correlation between EFL teachers’EI and their success. The positive significantcorrelation is also found between EFL teachers’EI and their teaching behavior.To further confirm the result, the researcher chose two English teachers with thehighest EI level and two with the lowest EI level to observe their classroom teaching. Inorder to probe high and low EI level English teacher’s influence on classroom teaching,the researcher interviewed three students from each English teacher personally after class.It also shows that English teachers with higher levels of emotional intelligence can managetheir strong feelings well and behave actively. In contrast, those with lower level of EI showless positive teaching behaviors and most of the students is inactive. Finally, in order to findout the correlation between teachers’EI and their students’academic performance, theresearcher processed average scores of final grades of each teacher’s thirty students and 102teachers’EI. The significant positive correlation also found between them.To sum up, it is key for English teachers in junior middle school to improve their EI skillsthrough showing more positive teaching behaviors in teaching practice, for their EI have aprominent role on Classroom teaching such as the students’learning enthusiasm, theirperformance and so on. The researcher suggests that EI literacy practice should be a part ofjunior middle school English teachers’professional development.
Keywords/Search Tags:emotional intelligence, teaching behavior, junior middle school English teachers, students’ performance
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