Corrélation entre l‟intelligence émotionnelle des apprenants de fle et les stratégies métacognitives adoptées en communication orale

Abstract

This study aims to establish the correlation that exists between the emotional intelligence of students of French as a Foreign Language (FFL) and their choice of metacognitive oral communication strategies. Subscribing to the practice of self-regulated learning where students take targeted actions to attain their learning objectives, this study explores the interplay between learners‟ affective state (emotional intelligence) and the metacognitive oral communication strategies they employ before, during and after an oral communicative situation in FFL. This study adopts a convergent parallel mixed approach, with two questionnaires and a focus group discussion guide. The participants comprise 196 learners who were chosen through random stratified sampling. Correlation analyses indicate a) a moderate positive correlation between the identification, expression and understanding of emotions and the choice of interlocutor but a negligible correlation with elaborate preparation; b) a moderate positive correlation stronger between interpersonal competences and metacognitive strategies than between intrapersonal competences and metacognitive strategies; and c) a weak positive correlation between emotional intelligence and metacognitive strategies of post-oral communication. Regression analyses show that intrapersonal identification, interpersonal listening, regulation and utilisation attained statistical significance in their prediction of metacognitive oral communication strategies. In view of this, I recommend the explicit presentation of learning strategies in the FFL curriculum in Ghana in order to facilitate their use by learners and teachers of FFL.