Introduction"Emotionalintelligencequotient",alsocalled"emotionalintelligence,"isabbreviatedforEQ.TheconceptofemotionalintelligenceisbroughtforwardfirstbyYaleuniversitypsychologist,PeterSalovey(1990).Hstatesthattheemotionalintelligenceistomonitorone’spersonalemotionsortoidentifyfeelingsofothers,andidentifyandusethesesignalstoguideone’sthoughtsandactions.SincethenEQbecameknowntothepublicandgraduallywaspaidattentiontointhefieldofeducation.Inrecentyears,thedomesticandforeignexpertshavedonethefurtherstudyonemotionalintelligence,andtheypointoutthatEQisanindispensableabilitytoone’ssuccess.Zhu(1993)attachedgreatimportancetotheEQinlearning,andstipulatedthatEQdecidedwhetheronecanornotstudywell.Itisveryimportanttocultivatestudents'sentimentinEnglishteaching.TeachersshouldgivefullplaytoitsadvantagesinEnglishteaching.Itcanhelpstudentsdeveloptheirgoodpsychologicalqualities,goodcommunicationskillsandteamworkspirist,andletthembecomethe21stcentury'stalents.1EQandEnglishTeachingWiththeimplementationofthepolicyofreformandopeningtotheoutsideworldandtherapiddevelopmentofmodernscienceandtechnology,ourcountryshouldlearnadvancedscienceandtechnologyfromthewesterncountriestospeedupourconstructionoffourmodernizations.NowadayslearningEnglishbecomesmoreandmoreimportant.ItisnecessaryformiddleschoolstudentstolearnEnglishwellinorderthattheycanservethecountrybetterinthefuture.Thestudentsarethefutureofourcountry.Therefore,Englishisplacedasanimportantbasicsubjectinhighschools.Andnowtest-orientededucationisbeingchangedintoquality-orientededucation.ItisnecessarytopopularizeforeignlanguageteachingandimproveEnglishteaching.OnlyinthiswaycanwefostertalentswithasrongEnglishabilitytomeettheneedsofthesociety.ImprovingthequalityofEnglishteachingisalwaysimportant.Modernscientificresearchshowsthatthedifferenceinlearningresultsbetweenstudentsaremainlydecidedbythedifferentemotionalintelligence,which,inturn,isaffetedbytheirfamilybackground,society,environment,emotion,interest,andstudymethod.Therefore,howtoimprovestudents'Englishteachingintheemotionalintelligence,hasveryimportantpracticalsignificance.Manyteachersknowthatwhenastudentdoesn’tstudywell,andcriticizedbyhisteacher,hislearningwillgetworse.Onthecontrary,iftheteacherencouragesastudentbysayingthatheispotentialinlearning,hislearningwillbecomebetterandbetter.Teachersshouldarousestudents’interestinlearningEnglish.Thiscanbeacievedbyintegratingstudents’lifeexperienceintoEnglishlearning.Besidesinteachinggroupworkshouldbeadvocated.Furthermoreteachersshouldpaymoreattentiontotheimprovementofteachingmethods,whichcanimprovestudents'emotionalintelligence,improveteachingeffects,andachievegoodresults.2CultivatingStudents’EmotionalQuotientinEnglishTeaching2.1Theimportantoftheteachers’behaviorsTeachers’ownbehaviorpalysanimportantroleinstudent’slearning.Studentsoftenlooktotheirteachersforguidance.Soteachersshouldbehavethemselveswellbothinclassandafterclass.2.1.1BodylanguageEnglishteachingisakeypartoftheschooleducation.Nowadays,intheEnglishclass,teachersinstructstudentsandexplainquestionsbasicallyinEnglish.AndstudentsarealsorequiredtouseEnglishinclass.However,thestudentsinmiddleschoolscan’tspeakwell.Theirvocabularyandexpressiveabilityarelimitedtoo.InordertoencouragestudentstolearnEnglishinclass,bodylanguageisrequired.For,itcanstimulatestudents’interestinEnglishclass.Sot...
