DIALOGICAL SPEECH AS THE METHOD OF ENHANCING EMOTIONAL INTELLIGENCE OF HIGHER SCHOOL FOREIGN LANGUAGE STUDENTS

Abstract

The article is devoted to the issue of integrating dialogue facilitating communicative exercises, which are aimed to enhance students’ emotional intelligence, into the process of teaching foreign languages. A number of characteristics associated with emotional intelligence include self-awareness, self-regulation, motivation, empathy and relationship management. Over the last decade researches have become increasingly interested in the effect of emotional intelligence in English language learning. The recent studies revealed that emotional intelligence performs a better function in an individual achievement and education than the intelligence quotient. There are strong correlations between EQ and academic success. Thus, enhancing emotional intelligence through certain classroom activities seems to be an effective tool to develop learning abilities and natural talents. The methods of implementation of the EQ constituencies into English dialogical speech have been analyzed. Dialogue-interview patterns and Socratic method of cooperative argumentative dialogue have been researched and presented as recommended communicative exercises integrated into the practical course of learning foreign languages. The positive influence of a problematic dialogue skills on critical thinking ability has been revealed. The results of the research can serve as the theoretical and practical basis for further study of the effect of interactive teaching methods and extensive use of dialogue facilitating communicative exercises for dialogical discourse study.