Emotional intelligence in English learning-teaching from middle school learners' perspective Naima Iddou.

Abstract EN

The conception of teaching being confined to transmitting content knowledge of a given subject area by means of a good teaching methodology is no longer the primary concern of contemporary research or practices.

At present, scholars are more likely to diverge from 'cognition' in favour of 'emotion'.

Though the issue of emotions came into existence in a very remote past, at the time of the Greek philosopher Aristotle who believed that man is made of reason and emotions, researchers have taken it for granted and have left it behind for many decades.

The literature reports that emotions play a significant role in the learning/teaching process.

This paper attempts to shed light on 'emotional intelligence' from the perspective of the learners.

A questionnaire was addressed to seventy-two Chlef middle school pupils to examine the extent to which their teachers of English are 'emotionally intelligent' in their classrooms.

The results demonstrate that the large majority of the pupils view their teachers as caring, fair, respectful, and encouraging social interaction in the classroom, but few teachers are found to promote enthusiasm and motivate pupils to learn.

On the other hand, an important number of pupils find their teachers angry and rude in class.

The paper ends with some suggestions that may help to promote teachers' emotional intelligence as an important element of effective teaching.