Emotional Intelligence and its Correlation with Reading Strategies in Iranian EFL Learners

Аннотация

This study explores the role of thematic role structures in bridging FrameNet, a computational resource for lexical semantics, with natural language processing (NLP) and linguistics. Thematic roles, which capture the relationship between a verb and its arguments, serve as crucial elements in understanding sentence structure and meaning. By examining how FrameNet categorizes these roles, the research highlights their significance in representing the semantic relationships within natural language. The study delves into how thematic role structures can improve the integration of FrameNet with NLP tools, enhancing tasks such as machine translation, information retrieval, and syntactic parsing. Through a comprehensive analysis, the paper discusses the challenges and benefits of linking these structures to natural language semantics, aiming to improve linguistic models and automated systems. The study concludes by suggesting ways to refine thematic role frameworks to further enhance the interaction between theoretical linguistics and computational applications. Keywords: Thematic role structures, FrameNet, Natural language processing (NLP), Lexical semantics, Computational linguistics, Sentence structure, Natural language semantics, Machine translation, Information retrieval. directly related to the mental processes involved in Introduction: In recent years, the importance of understanding and retaining a text. On the other hand, emotional intelligence (EI) in various educational metacognitive strategies involve self-monitoring, contexts has garnered significant attention. EI, reflecting on one’s own understanding, and evaluating generally defined as the ability to recognize, the effectiveness of strategies used while reading. understand, manage, and influence emotions, is These strategies contribute to higher levels of reading increasingly recognized for its role in enhancing comprehension and proficiency. However, the cognitive processes and learning outcomes. While application and success of these strategies are not traditional cognitive theories of language acquisition solely determined by linguistic abilities. Emotional often focus on the intellectual aspects of language intelligence, which influences motivation, attention, learning, a growing body of research highlights the role and persistence, may also play a pivotal role in of emotional and psychological factors in shaping determining which reading strategies learners choose learners' abilities to succeed in language tasks. Among to employ and how effectively they do so. these, reading comprehension has been identified as a complex skill that not only requires linguistic In Iran, where English is taught as a foreign language, a proficiency but also the capacity to manage and majority of learners face challenges in mastering regulate emotional responses during the learning reading comprehension. Many students struggle with process. the emotional demands of language learning, such as frustration, anxiety, and lack of self-confidence, all of In the context of English as a Foreign Language (EFL), which can influence their ability to select and apply reading is a crucial skill for language learners, involving effective reading strategies. Despite this, limited various cognitive and metacognitive strategies. research has been conducted on the relationship Cognitive strategies, such as making predictions, between emotional intelligence and reading strategy identifying key ideas, and summarizing information, are use in the Iranian EFL context. This gap in the literature International Journal Of Literature And Languages 1 https://theusajournals.com/index.php/ijll International Journal Of Literature And Languages (ISSN: 2771-2834) highlights the need for a closer examination of how EI study. might correlate with the selection of reading strategies Instruments among Iranian EFL learners. The data collection for this study was based on two This study aims to explore the correlation between primary instruments: an emotional intelligence emotional intelligence and the reading strategy choices assessment and a reading strategy inventory. These of Iranian EFL learners. Specifically, it investigates instruments were selected for their relevance to the whether learners with higher levels of emotional research questions and their previous use in intelligence are more likely to employ effective educational contexts. cognitive and metacognitive strategies in their reading Emotional Intelligence Assessment: tasks. By understanding this relationship, the study seeks to shed light on how emotional intelligence may To measure emotional intelligence, the study used the contribute to improving reading comprehension skills Bar-On Emotional Quotient Inventory (EQ-i), which is in EFL learners, offering insights into potential one of the most widely used tools for assessing EI in pedagogical approaches that could enhance learning educational settings. The EQ-i measures five key outcom