A case study on an integration of five domains of emotional intelligence in English language teaching
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Dosyalar
Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Çağ Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın ana amacı Goleman'ın (2014) beş duygusal zeka alanı temel alınarak nasıl anlamlı bir İngilizce dil eğitim süreci oluşturulabileceğini incelemektir. Çalışma aynı zamanda öğrencilerin İngilizce derslerinde duygusal zeka farkındalık yaratma aktivitelerine karşı tutumlarını da araştırmayı amaçlamaktadır. Bu çalışmada araştırmacı duygusal zeka farkındalık yaratma aktivitelerini İngiliz edebiyatının en eski efsanelerinden biri olan Beowulf adlı kitabın ilk beş bölümüne kaynaştırmıştır. Çalışma, Mersin'de bulunan özel bir ortaokulun haftada iki saatlik Edebiyat dersleri esnasında beş hafta süre ile yürütülmüştür. Çalışmaya on yedi öğrenci katılmıştır. Öğrenciler doğal öğrenme süreçleri sırasında gözlemlenmiştir. Çalışma boyunca araştırma verileri araştırmacı gözlem formu, öğretmen günlüğü ve her ders sonunda rastgele seçilmiş iki öğrenci ile ders sonu anketi uygulanarak toplanmıştır. Çalışmanın bulguları Goleman'ın beş duygusal zeka alanı ile entegre edilmiş ve iyi bir şekilde hazırlanmış ders aktivitelerinin öğrencilerin duygularını nasıl yöneteceklerini öğrenmelerine ve duygusal zekalarını geliştirmelerine yardımcı olabildiğini göstermiştir. Eğer öğretmenler öğrencileri derse etkin bir şekilde dâhil ederlerse, öğrenciler daha kolay ve daha etkili öğrenebilirler. Bu çalışma, İngilizce dil eğitimi sürecinde duygusal zekânın rolünü anlamak ile ilgili gerekli ve faydalı bilgiler içermektedir.
The main purpose of this study was to investigate how to establish a meaningful English language learning process in the context of Goleman's (2014) five domains of Emotional Intelligence. The study also aimed to investigate the learners' attitudes towards the integration of emotional intelligence awareness raising activities in English lessons. The researcher integrated five domains of emotional intelligence into the first five chapters of the book Beowulf, the earliest legend in English literature. The study was conducted with 8th grade learners in a Private Secondary School in Mersin, Turkey. The study was conducted during two-hour additional Language of Arts lessons at this school. 17 learners participated in this study. The learners were observed in their natural learning process. Throughout the research, the data were obtained through observation forms; a teacher journal and follow-up interview questions. It took 5 weeks to implement the study. Findings showed that as educators if we set well-designed lesson activities which are integrated with five domains of emotional intelligence as identified by Goleman (2014); self-awareness, motivation, self-regulation, empathy and adeptness, the learners can learn how to manage their emotions and this enables them to improve their emotional intelligences. If the teachers involve the learners into the lesson, the learners can learn the target language easily and effectively. This study provides necessary and useful information to understand the role of emotional intelligence in English language learning process.
The main purpose of this study was to investigate how to establish a meaningful English language learning process in the context of Goleman's (2014) five domains of Emotional Intelligence. The study also aimed to investigate the learners' attitudes towards the integration of emotional intelligence awareness raising activities in English lessons. The researcher integrated five domains of emotional intelligence into the first five chapters of the book Beowulf, the earliest legend in English literature. The study was conducted with 8th grade learners in a Private Secondary School in Mersin, Turkey. The study was conducted during two-hour additional Language of Arts lessons at this school. 17 learners participated in this study. The learners were observed in their natural learning process. Throughout the research, the data were obtained through observation forms; a teacher journal and follow-up interview questions. It took 5 weeks to implement the study. Findings showed that as educators if we set well-designed lesson activities which are integrated with five domains of emotional intelligence as identified by Goleman (2014); self-awareness, motivation, self-regulation, empathy and adeptness, the learners can learn how to manage their emotions and this enables them to improve their emotional intelligences. If the teachers involve the learners into the lesson, the learners can learn the target language easily and effectively. This study provides necessary and useful information to understand the role of emotional intelligence in English language learning process.
Açıklama
Anahtar Kelimeler
Duygusal Zeka Alanlarının İngilizce Derslerine Entegrasyonu, Duygusal Zekâ, İngiliz Dili Öğretimi, Integration of Emotional Intelligence in English language Classes, Emotional Intelligence, English Language Teaching
