The relationship between contrastive lexical competence, willingness to communicate, and emotional intelligence: the case of Iranian EFL learners

Abstract

Significant arguments have been put forward concerning the significance of willingness to communicate (WTC) and emotional intelligence (EI) in language learning and teaching. Owing to the fact that both lexical chunks and translation seem to positively influence EFL learners' emotions by putting them at ease in dealing with psychological challenges, it may be wise to explore the prominence of contrastive lexical competence (CLC) in relation to WTC and EI among EFL learners. This study investigated the presence of possible relationships among CLC, WTC, and EI. In order to achieve the objectives of the study, 90 upper intermediate IELTS students (18 to 45 years old) were selected from two English institutions (Ariana and Amene) in Ahvaz and Khorramshahr respectively on the basis of their QPT scores. Regarding the purpose of this study, statistical Pearson correlation coefficient (r), multiple regression, and partial correlations were applied. The data analysis of the results revealed significant relationships among the three variables. It was also found that EFL learners' CLC scores are more accurately predicted by their EI scores than their WTC scores. The findings of this study may be quite telling to language learners and teachers in that they may better appreciate the crucial role of CLC in their educational practices.