The Role of the Emotional Intelligence in Making Materials More Contextually Appropriate

Abstract

The purpose of the research is to provide theoretical justification and practicaldevelopment of the perceptually-emotive component of communicativetechniques as the ways of making materials more context appropriate. The lastone in a great degree influences on the development of emotional intelligenceof the person.Methods of the research. The following theoretical methods of the researchwere used to solve the tasks formulated in the article: a categorical method,structural and functional methods, the methods of the analysis, systematization,modeling, generalization.The results of the research. Emotions and perceptions in organizing alesson of foreign languages were entrusted into many of the alternative andgame techniques, pedestal and intensive ones. Heuristic learning is always open,which gives each teacher a space for creativity, develops and strengthens thepupils’ perception of the educational material, the perception of school and alesson as a whole. The educational material is considered and presented as aheuristic one. Only under this condition when the assimilation of the materialtakes place simultaneously at the level of data of two spheres – emotional andperceptual – we can tell about actualizing the emotional intelligence of theperson. At the same time, the actual educational material is supplemented withpositive background information in order to combine associative relationshipswith the positive emotions and emotional experiences, in particular amongteenagers.Emotional intelligence is the integrative concept and it includes a multitudeof varied abilities, knowledge and skills, the importance and necessity ofthe development of which does not call into questions of psychologists andteachers. Researchers offer different variants of the structure of the emotionalintelligence and conduct discussions about the components of this concept.Among the components of emotional intelligence, the authors singled out suchabilities, as: 1) perception of emotions (identification of emotions by persons, indesign, in music, in stories); 2) emotional assistance (transference of feelings,decision making on basis of emotions); 3) emotional understanding (definitionof the subject of emotions, mixing the emotions, emotional transfer, emotionalperspectives); 4) emotional control (managing one’s own emotions, managingemotions of others).Conclusions. In our research we proposed the following components ofemotional intelligence: 1) self-consciousness (emotional self-consciusness, self-esteem, self-confidence); 2) social awareness (empathy, organizationalawareness, self-orientation); 3) self-government (self-control, adaptability, initiative,orientation towards achievement); 4) social skills (leadership, influence,communication, actualization of personal changes, the behavior in conflictsituations, the activity within micro-groups, link building).It was shown that there were absolutely precise ways of determiningdifferent types of cognitive activity. Each person peculiarly combines differenttypes of cognitive activity, each child has his / her own individual type ofknowledge, which must correspond to their style of learning. Therefore, themain attention when working on the basis of the heuristic approach should bepaid not to determine the type of cognitive activity of each pupil, but to use sucha style of learning, in which pupils will be involved into various types of cognitiveactivity.Before answering the teacher’s questions, the pupil must extract theinformation required for the answer. It can be in the form of visual, auditory andkinesthetic (based on muscle senses) images. These processes occur at the levelof consciousness. Then perceived information should also be presented visually,auditory and kinesthetically. This is a conscious action.