Investigating the Interplay of Emotional Intelligence and Interlanguage Pragmatic Competence in Iranian Lower-Intermediate EFL Learners

Despite the significant role of emotions in any aspect of language learning, including its pragmatic aspect, there have been few research studies on this topic. As a stride toward narrowing this research niche, the objectives of this research were threefold. Firstly, it aimed to examine the two face-threatening speech acts of request and apology as indicators of learners’‎ interlanguage pragmatic competence (ILP) and its relationships with learners’ Emotional Quotient (EQ). Secondly, it sought to investigate ‎whether gender as an intervening variable would have any significant relationship with ILP and EQ, and thirdly whether EQ could predict ILP ‎development. To this end, ۷۲ (۵۰ females and ۲۲ males) Iranian lower-intermediate level learners ranging ‎in age from ۱۷ to ۲۵ from two universities took part in this research. A multiple-choice discourse completion test ‎‎(MDCT) (Liu, ۲۰۰۴) and Bar-Onʼs ‎(۱۹۹۷) EQ scale were used and correlation analysis was done to search for any linkage between ILP and EQ. The Pearson product-moment correlation outcomes ‎revealed no significant relationship between EQ and ILP. However, a significant relation was found between Independence as a component of EQ and ‎EFL learners’ ILP competence. The independent samples t-test outcomes indicated ‎that female participants had a higher level of (ILP) competence than male participants; however, male and female participants did not differ significantly regarding their EQ level. The findings indicate that ‎EQ, in general, is not influential in EFL learners’ ILP competence. The paper concludes by providing pedagogical implications for EFL learners and instructors.

کلیدواژه ها:

emotional intelligence ، interlanguage pragmatic ، competence ، apology ، request