Эмоциональные и когнитивные компетенции в контексте академического письма на английском языке

С. 273–290.

Pospelova T. B.

 

The article studies the correlation between emotional and cognitive competences of students during the course of academic writing in English and their influence on writing skills development, particularly, the ability and desire of learners to mitigate their academic stance expression. In the process of academic text production there can arise negative emotions, which block learners’ thinking abilities. Understanding these can help students cope with them and also boost the thinking process. The development of emotional competence is also seen in the context of academic writing learning because due to cultural peculiarities Russian students tend to be categorical in their utterances and excessively emotional. The results of the experiment, with 30 participants studying at a university, show that emotional and cognitive competences can be crucial constructs in learning skills in the context of explicit academic writing teaching. Introducing the theory of emotional intelligence to the students as a means of pedagogical exposure has shown a positive effect on the learning process; due to comparatively well-developed cognitive abilities the student succeeded in applying the interpersonal component of emotional intelligence in writing for understanding the reader’s perception.

 

Keywords: хеджирование, академическое письмо, academic writing, emotional intellect, hedging, эмоциональный интеллект, cognitive competence, когнитивные компетенции

In book

Коммуникация в современном поликультурном мире: массовая коммуникация и языковая личность

Вып. 5. , М.: Pearson Education Limited (российское представительство), 2017.