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BACK TO ISSUE CONTENT | HERALD OF CSPU 2020 № 3 (156) Pedagogical sciences
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DOI: 10.25588/CSPU.2020.156.3.002
UDC: 42: 378
BBC: 81.432.1: 74.480
O. Yu. Afanas'yeva ORCID
Professor, Doctor of Pedagogic Sciences of the Department of English Philology, South-Ural State Humanities-Pedagogical University
E-mail: Send an e-mail
M. V. Smirnova ORCID
Associate Professor, Doctor of Pedagogic Sciences of the Department of English and Methods of Teaching English, South-Ural State Humanities-Pedagogical University
E-mail: Send an e-mail
M. G. Fedotova ORCID
Associate Professor, Doctor of Pedagogic Sciences of the Department of English and Methods of Teaching English, South-Ural State Humanities-Pedagogical University
E-mail: Send an e-mail
THE LINGUISTIC MEANS OF REPRESENTING EMOTIONAL INTELLIGENCE IN THE CONTENT OF A FUTURE TEACHER’S FOREIGN LANGUAGE EDUCATION
Abstracts

Introduction. The article examines the essence and structure of emotional intelligence, its place and role in the professional development of a future foreign language teacher. The definitions of the terms “emotion”, “intelligence”, “emotional intelligence”, “language means” are given. A set of linguistic means representing the components of emotional intelligence in the content of teaching a foreign language is revealed. The purpose of the article is to substantiate the selection of the repertoire of language means that reflect the structure and content of emotional intelligence and are included in the language component of the professional training of a foreign language teacher.

Materials and methods. The main research methods are the analysis of scientific literature on the development of emotional intelligence in vocational education, selection and stratification of linguistic material, generalization and interpretation of the information received.

Results. The result of the research is to define the repertoire of linguistic means of objectification of the components of emotional intelligence in the content of teaching a foreign language in a higher pedagogical school.

Discussion. It consists in identifying the role of linguistic means in objectifying the components of emotional intelligence in the content of teaching a foreign language in a higher pedagogical school.

Conclusion. The article concludes that the selected repertoire of language means based on the components of emotional intelligence allows for a holistic approach to its development in students - future teachers of a foreign language.

Keywords

Emotion; Intelligence; Emotional intelligence; The content of teaching foreign languages

Highlights

The analysis of the theoretical foundations of emotional intelligence as a methodological phenomenon;

A categorical-conceptual apparatus has been developed, reflecting the structure and content of emotional intelligence;

Linguistic means were identified that represent the components of emotional intelligence in the content of learning language.

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