Improving language learners’ awarness and emotional intelligence: mindfulness in the language classroom
Abstract
This paper aims to show the key roles emotional intelligence, the language learner’s awareness, and self-regulation have in the successful foreign language learning process. Further, it examines the applicability in language learning of the
mindfulness-method, which is recognized and widely used by positive psychology. Fresh graduates are increasingly required by employers to possess so-called 21st century skills including assertive communication, critical thinking, creativity,
problem solving, self-awareness and self-regulation, and a high level of emotional competencies. Developing emotional intelligence related to soft-skills and autonomy in language learning, consciousness and responsibility can become a key element of innovative methods in teaching foreign languages for special purposes in tertiary education. Following the review of the literature on the subject and definitions, this paper analyses the theory background of mindfulness and its applicability in language learning, and further, to discuss some of the specific mindfulness strategies and techniques that can be used in language classes. Research shows that using mindfulness strategies may positively affect emotional intelligence, emotional regulation, empathic skills and the efficient processing of information relevant for the individual in foreign language learning, too.
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