The ways to enrich the emotional intelligence of students of the Faculty of Philology (on the example of working with a dictionary of emotions)
Among the teacher’s professional competencies, the mandatory group, according to the Professional Standard, consists of psychological, emotional-ethical and pedagogical partnership competence. Emotional competence is the ability to understand, express and regulate one’s own emotions, to understand o...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
State institution “South Ukrainian National Pedagogical University named after K D. Ushynsky”
2024-03-01
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| Series: | Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського |
| Subjects: | |
| Online Access: | https://drive.google.com/file/d/1IDg3wxafCoS--1puZEqkOlpE86O-1mjz/view |
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| Summary: | Among the teacher’s professional competencies, the mandatory group, according to the Professional Standard, consists of psychological, emotional-ethical and pedagogical partnership competence. Emotional competence is the ability to understand, express and regulate one’s own emotions, to understand others and to interact constructively in a team. Emotional intelligence plays an important role in activating the creative potential of an individual, provides positive motivation and successful self-realization. In the center of the initiated research is the emotional literacy of students of the Faculty of Philology. The purpose of the research is to reveal the possibilities of the disciplines of the linguistic and literary cycle in enriching the emotional intelligence of students of the Faculty of Philology. The authors identified the components of emotional intelligence and outlined practical advice on its development. It is well known that one of the first steps in emotional learning is the formation of the ability to understand and describe one’s own emotions, to choose the right words to explain one’s feelings, moods and experiences, to determine the elements that make up an emotion, and to understand the cause of its occurrence. In view of the above, it is appropriate to organize students’ work with a dictionary of emotions and feelings. The article examines the structure of the dictionary and features of the construction of dictionary articles, the basis of which are the names of groups of emotions, the moods and combinations of emotions covered by them. Primary emotions include anger, sadness, fear, joy, love, surprise, disgust, shame. On the example of working with the basic emotion “Joy”, lexicographic exercises combined with exercises on verbalizing emotional state are illustrated. The authors paid special attention to the role of works of art and fiction in the system of emotional education and, as a supplement to the lexicographic work, offered a number of speech and creative tasks that inspire and help understand emotional connections. |
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| ISSN: | 2414-5076 2617-6688 |