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FORMATION OF EMOTIONAL INTELLIGENCE OF HIGHER EDUCATION STUDENTS IN THE PROCESS OF FOREIGN LANGUAGE TRAINING IN FRANCE

Emotional intelligence is formed through communication, interaction with other people in the process of dialogue, including in foreign languages. In the process of foreign language training in French higher education institutions, emotional intelligence is formed through writing essays on controversial topics, watching video clips about current social issues, and mutual evaluation.
Keywords: foreign language training, higher education students, emotional intelligence, teaching methods, France.

Goncharova O. M.
Candidate of the third (educational and scientific) level of higher education,
H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv. Ukraine.

10.34142//2708-4809.SIUTY.2022.192

The process of foreign language training in French higher education institutions is designed to develop students’ communicative and social competencies, which cannot be developed without contact with peers and other members of society. At the same time, communication is determined not so much by the desire to balance with society as by interaction with other people. At the same time, a person is an emotional being, and the manifestation of his or her personal emotionality clashes with the emotionality of other people. This raises the problem of compatibility and correlation of these emotional reactions. This problem is solved in the interaction of one person with another, i.e. in a dialog. All this indicates the important role of forming emotional intelligence in the process of foreign language training of higher education students [1].

In the course of the research, it was found that in recent years, teachers in French higher education institutions have paid much attention to the development of students’ emotional intelligence, which is an effective way to unlock their potential. For example, to develop emotional intelligence, foreign language teachers use active listening, positive attitude and sympathy for the feelings of others, staying calm in tense situations, the ability to resolve conflicts and learn to perceive criticism as constructive feedback, establishing an “open door policy” in teaching, which welcomes all ideas, introspection, and mutual analysis.

It is well known that emotional intelligence implies awareness of oneself and others, the ability to recognize one’s own emotions and their impact on oneself and others. One way to develop such skills is to teach students self-reflection. In the process of foreign language training, this is realized through writing essays that answer such questions as: “What are my emotional strengths and weaknesses?”, “How does my current state affect my thoughts and decisions?”, “How can what is happening inside me affect what I say or do?”. On the one hand, these questions are very personal, but at the same time, they can lead to valuable discoveries that can be used to develop new interpersonal skills. Students of higher education will be able to better understand their attitude towards other people, learn not to succumb to negative influences and instead focus on positive influences [2].

Another important component of the formation of emotional intelligence is the development of empathy in students, which is to learn to recognize the emotions of others and respond to them appropriately. This is achieved by establishing mutual understanding with a person with whom there are some differences in views or attitudes. If students develop the ability to understand the interlocutor’s point of view in another language and accept it, this is a demonstration of emotional intelligence. For this purpose, higher education institutions in France use the method of watching video clips in the language being studied. Video materials demonstrate controversial issues, diametric points of view on current social problems, etc. After watching the video, students discuss what they have seen and heard and answer the following questions: “Do I doubt my instinctive reactions to certain people or ideas?”; “Will it be difficult for me to work with people who are not like me?”; “Should I agree with the ideas expressed in the video?”, etc.

Another method of forming emotional intelligence used in the process of foreign language training in French higher education institutions is mutual evaluation. This method teaches students to respond calmly and constructively to criticism, encourages them to perceive it as positively as possible [2]. This method also allows you to track the emotions that students experience when they receive feedback on their work and to conclude how they should react in the future when faced with a similar situation. Sometimes peers give too “harsh” or inappropriate feedback, but this does not mean that there is no truth in it. It teaches students to control their emotions, and as they develop emotional intelligence, to better motivate themselves and respond positively to difficulties. It also helps students find motivation to achieve their goals.

Thus, in the process of foreign language training, emotional intelligence is formed through writing essays on controversial topics, watching videos about current social issues, and mutual evaluation.

List of references

1. Boiarska-Khomenko A. V. Lifelong education as the basis of sustainable development of the European society. Theory and methods of teaching and education. 2021. 50. P. 9-18. DOI: https://doi.org/10.34142/23128046.2021.50.01
2. Sfetcu N. Émotions and intelligence émotionnelle dans les organizations. Bucureşti: MultiMedia Publishing, 2020. 114 p. DOI: 10.13140/RG.2.2.28567.93600.