Türkiye’deki Yabancı Dil olarak İngilizce Sınıflarında Cinsiyet Açısından Öğrencilerin Duygusal Zekası ve İletişim Kurma İstekliliği arasındaki İlişkinin İncelenmesi

Öz

Duygusal zekanın hayatın her alanında olduğu gibi yabancı dil öğreniminde de etkili olduğu düşünülmektedir. Bu sebeple, bu çalışma bir vakıf üniversitesinin İngilizce Hazırlık Okulundaki 120 öğrencinin iletişim kurma istekliliği ve duygusal zekâları arasındaki ilişkiyi cinsiyet açısından incelemek amacıyla uygulanmıştır. Bar-On Duygusal Zekâ Envanteri (Bar-On, 2003) ve İkinci Dilde İletişim İstekliliği Ölçeği (MacIntyre, vd., 2001) çalışmada veri toplarken kullanılmıştır. Sosyal Bilimler için İstatistiksel Paket Yazılımı (SPSS v.22) veri analizi için kullanılmıştır ve bağımsız örneklem t-testleri ve Pearson Korelasyon Analizinden faydalanılmıştır. Araştırmanın sonuçlarına göre, kişilerarası becerilerde kadın öğrencilerin erkeklerden daha iyi olduğu ve yabancı dilde konuşma istekliliğinin dışında kalan alt ölçeklerin cinsiyetler arası farklılık gösterdiği analiz edilmiştir. Korelasyon analizine göre ise kadın öğrencilerin duygusal zekanın ve yabancı dilde iletişim istekliliğinin hiçbir alt ölçeği arasında hiçbir negatif korelasyon bulunmamakla beraber (1) iletişim kurma istekliliği ve genel ruh hali, (2) konuşma istekliliği ve uyum, (3) yazma istekliliği ve genel ruh hali, (4) kavrama istekliliği ve genel ruh hali arasında pozitif anlamlı bir ilişki bulunmuştur. Erken öğrenciler açısındansa (1) iletişim kurma istekliliği ve içsel zekâ, (2) okuma istekliliği ve kişilerarası zekâ, (3) yazma istekliliği ve EQ/kişilerarası zekâ arasında negatif bir korelasyon ortaya çıkmıştır. Ayrıca farklı birkaç alt ölçek arasında pozitif korelasyonlar bulunmuştur

Anahtar Kelimeler

• Duygusal Zeka
• İletişim Kurma İstekliliği
• cinsiyet
• Yabancı Dil Olarak İngilizce

An Investigation into the Relationship between Learners’ Emotional Intelligence and Willingness to Communicate in terms of gender in the Turkish EFL Classroom

Abstract

Emotional intelligence is effective in foreign language learning as well as in all areas of life. For this reason, this study was carried out to examine the relationship between the willingness to communicate and emotional intelligence of 120 students at the English Preparatory School of a foundation university in terms of gender. The Bar-On Emotional Intelligence Inventory (Bar-On, 2003) and the L2 Willingness to Communicate Scale (MacIntyre, et al., 2001) were used to collect data in the study. Statistical Package Software for Social Sciences (SPSS v.22) was utilized for data analysis, and independent sample t-tests and Pearson Correlation Analysis were used. According to the results, it was analyzed that female students outscored males in interpersonal skills and the subscales except willingness to speak in L2 differed between genders. According to the correlation analysis, although there was no negative correlation between any of the subscales of female students' emotional intelligence and willingness to communicate in a foreign language, (1) willingness to communicate and general mood, (2) willingness to speak and adaptability, (3) willingness to write and general mood, (4) a positive significant relationship was found between willingness to grasp and general mood. In terms of early learners, there was a negative correlation between (1) willingness to communicate and intrapersonal intelligence, (2) willingness to read and interpersonal intelligence, (3) willingness to write and EQ/interpersonal intelligence. In addition, positive correlations were found between several different subscales.

Keywords

• Emotional Intelligence
• Willingness to Communicate
• gender
• English as a Foreign Language

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