A Study on The Influence of Emotional Intelligence on Intermediate Chinese Language Learners in Vietnamese Universities

Abstract

In the process of student learning, we should not only make good use of their intellectual factors, but also pay attention to their non intellectual factors. Emotion, as a non intellectual factor, plays a very important role in students' learning. Emotional intelligence can better mobilize students, stimulate their enthusiasm for learning, and better play their main role in classroom teaching. This article starts with emotional intelligence and investigates the emotional intelligence factors that intermediate Chinese language learners in Vietnamese universities experience when learning Chinese in the target language environment, in order to identify whether emotional intelligence factors have an impact on second language learning. Research has found that the overall emotional intelligence of intermediate Chinese language learners in Vietnamese universities is at a moderate level, with most possessing basic emotional perception and regulation abilities, and able to adapt to the emotional needs of intermediate Chinese language learning. Among them, "Learning Attitude" and "Language Anxiety" have a greater impact, while "Learner Personality" has a smaller impact. Based on the survey results, corresponding teaching suggestions are proposed for different emotional intelligence factors, such as using suggestion method to reduce learners' anxiety, emphasizing that learning should be a combination of conscious and unconscious, fully utilizing the functions of the left and right hemispheres of the brain, and achieving harmony and unity; To establish a good teacher-student relationship, teachers should pay attention to individual differences of learners, play different roles, actively guide and assist learners in learning knowledge; Teachers should cultivate learners' positive learning attitudes, reduce their anxiety, and enhance their confidence. I hope this study can provide new teaching ideas for Chinese language teaching in Vietnamese universities, emphasize the important role of emotional factors in second language acquisition, and achieve the effect of improving learners' learning efficiency.