Учебное пособие 1703

Methodology.

Human intelligence potential has been studied by the scientists from all over the world and the first half of the XX century is a period when the focus was on rational intelligence. And only by the end of the XX century pioneers of psychological and pedagogical thought such as P. Solovey, J. Meyer, D. Goleman, H. Gardner, Reuven Bar-On and others changed the course towards the emotional component of personality. Thus, the object of the research here is the emotional intelligence of an individual, its structure and psychological parameters, whereas the subject of this study is correlation between emotional intelligence and professional success.

Over the past few decades ideas about emotions and intelligence have changed - where once intelligence was considered perfect people began to recognize that there is something more to life [1]. It was the result of psychologists’ work in the nineteenth century when they started to link emotions to thoughts, which later led to a thorough study of the relationship between emotions and thinking. Then the concept of EI formally was becoming a reality. Therefore, the purpose of this research is to analyze the views of domestic and foreign authors on the concept of emotional intelligence, identify the existing problems and negative aspects of EI.

The research material for the paper is scientific articles on the topic of EI, including authentic texts, psychological and pedagogical reference books, dissertations and monographs of scientists. To achieve the research goal, we used mainly General scientific methods, such as the analysis of scientific literature on the designated topic, generalization, comparison and systematization of scientific data, and classification.

Results.

Emotional intelligence is a relatively new concept that became famous in the 90s of the XX century and was popularized in scientific works. Currently, there are a lot of approaches to the definition of this term, but it hasn’t acquired an unambiguous interpretation and universal definition yet. Scientists from various fields of thought - biologists, medical psychiatrists, IT workers and other professionals have been working on the problem of identifying and understanding emotions. However, the pioneers of the "emotional revolution" were American psychologists P. Salovey and J. Meyer, who proposed the fundamental concept of "emotional intelligence" (EI) and consider it as a substructure of social intelligence able to track their own emotions and the emotions of other people, manage them in social contacts [2].

According to the initial version of P. Salovey and J. Meyer's findings the structure of EI includes: identification and expression of emotions; regulation of emotions and the use of emotional information in thinking and activity. Later, scientists refined the proposed model and reflected it together with D. Caruso [3] in their works, giving EI an ability to process information contained in emotions, connect emotions with each other and use them pragmatically as a basis for thinking and decision-making, which is shown below in figure 1.

Conscious emotion regulation, increase of emotional intelligence advancement

formation which they can convey

Understanding and analysis of emotions; emotional knowledge use

Fig. 1. Structure of emotional intelligence according to J. Meyer and P. Salovey (1997).

At the end of the XX century an increasing number of scientists were interested in the problem of the emotional component of personality. During this period there were other views on emotional intelligence presented by Daniel Goleman [4] and Reuven Bar-On [5]. D.

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Goleman focused on improving the existing model of emotional intelligence created by P. Salovey and J. Meyer. To the existing components (figure 1) he added enthusiasm, perseverance and social skills, combining cognitive abilities with personal characteristics. His model was extremely popular not only among psychologists, but also among representatives of other areas of activity. The further modified version of EI structure according to D. Goleman looks like this:

Fig. 2. Structure of emotional intelligence according to D. Goleman (2002).

The author of this model describes each component of the EI structure in detail in his research, but summarizing the results and achievements of D. Goleman one can state that the scientist motivates people to develop personal qualities, work on emotions and apply their own emotional fund to their work, achieve professional heights and build a successful career.

R. Bar-On - the colleague of D. Goleman interprets emotional intelligence as a complex of cognitive abilities, knowledge and competencies that allow a person to exist in society comfortably. Bar-On distinguished five areas of competence that can be identified with the five components of emotional intelligence: self-knowledge, interpersonal skills, adaptability, stress management and prevailing tone. The undoubted merit of this scientist lies in the creation of a questionnaire for measuring EI, which is called EQ-I (Emotional Quotient Inventory) [6].

L. S. Vygotsky was the first Russian scientist to address the issue of emotions and their relationship to intelligence, personal traits and non-cognitive processes. He outlined the problem of studying the order of affective connections with those ones that unite emotions with more complex psychological systems, which he called the main future task of psychology. Althogh in the early 2000s Russian scientists actively began to study the problem of emotional intelligence too. One of the first scholars on the way to determining this phenomenon was D. V. Lyusin, who in 2004 proposed a fundamentally new view of a quite holistic and actively discussed in the foreign scientific world concept of EI. The author defines EI as an ability to understand both person’s own and other people's emotions as well as manage them. The scientist

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pinpoints the nature of emotional intelligence by the relationship between cognitive abilities and personal characteristics of an individual. In other words, according to D. V. Lyusin this ability exists within the framework of intrapersonal and interpersonal emotional intelligence.

I. N. Andreeva determines emotional intelligence as a systematic demonstration of intellectual abilities to analyze, process and use emotional information [7]. Treating emotional intelligence from the position of an informational approach when detecting and processing information, the author deduces his own synthetic theory of EI. Consequently, three components are outlined in the hierarchical structure of emotional intelligence: individual's intelligence, agent's intelligence and personality's intelligence. The hierarchical structure of emotional intelligence, on the one hand, includes the individual's intelligence (EI as an ability), the agent's intelligence (emotional competence), and the personality's intelligence (emotional creativity) [8].

The predictive value of EI is another relevant issue in this area. I. N. Andreeva agrees with most researchers in the field of EI: emotional intelligence expands the idea of what it means to be smart [7], so the author considers possibility of its advancement. Advanced emotional intelligence implies effective social behavior allowing people with a low IQ, but sufficiently developed EQ to succeed in life. However, I. N. Andreeva, nevertheless, notes that today there is no convincing theoretical and methodological basis for that. Therefore, scientists should work out programs for EI advancement taking into account individual characteristics of people, where desire for scientific validity and consistency will be prior.

Russian scientists have conducted a lot of research on the impact of EI on success in certain types of activities (I. E. Egorov, 2006; A. S. Petrovskaya, 2007; S. P. Derevyanko, 2008; and others). The structure and methods of studying emotional intelligence are discussed in detail (D. V. Lyusin, 2000; E. L. Nosenko, N. V. Kovriga, 2003; M. A. Manuylova, 2004; O. I. Vlasova, 2005; T. P. Berezovskaya, 2006; I. N. Andreeva, 2004; V. D. Shadrikov, 2010; I. V. Pluzhnikov, 2010, etc.). Vakhrusheva [9] tried to shed light on this construct from the position of its ontogenetic formation at the stages of youth and early adulthood, while V. V. Grizodub conducts research in the context of abnormal ways of personality development.

Some scientists, including T. V. Kornilova are studying the relationship of EI with personal traits: with the levels of moral self-awareness of an individual, self-assessment of intelligence and the scale of psychological rationality. This concept occupies a special place in the works of Davydova Yu. V., Khlevnaya E. A., Solodkova T. I., Vakhrusheva L. N., who complement current theoretical and empirical data in the Russian psychological and pedagogical science. But, of course, the data obtained is not enough to reveal the deep meaning and potential of EI.

The term "emotional intelligence" widely advertised by American psychologists has been repeatedly suggested for use by Russian scientists under other names to the phenomenon: "emotional problem solving", "spiritual abilities", "practical thinking" and others. It should be announced that the situation with EI in Russian science is experiencing a burst of interest and an abundance of theoretical and empirical research, that, evidently, should lead to building up a holistic conceptual picture.

Thus, the main differences in approaches to understanding EI in the works of prominent foreign and domestic scientists-psychologists are reduced to the fact that the model of EI by P. Salovey and J. Mayer includes only cognitive abilities associated with the processing of emotional information. For this reason, it was called the "ability model". D. Goleman combined the cognitive abilities which were included in the model of P. Salovey and J. Mayer with personal characteristics. Bar-On does not refer to cognitive abilities as emotional intelligence. The ideas of D. V. Liucin do not assume personal characteristics that correlate with the ability to understand and manage emotions. It is admitted to introduce only such personal characteristics that more or less directly affect the level and individual characteristics of emotional intelligence.

According to EQToday, there are over 786,000 web pages devoted to emotional intelligence on the Internet now. In recent researches on the emotional component of personality,

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emotional intelligence appears not only as a scientific construct. Andrea Scarantino, a research associate at the University of Georgia represents EI as a cultural meme (from the English “meme” – a unit of cultural information, idea, symbol). Recent research by foreign scientists has covered the cultural context of the emotional intelligence construct, which has significantly expanded the scope of the existing concept. The most universal approach to understanding emotions through a cultural lens and from the point of view of cultural features is the development of the cascade model of EI by D. L. Joseph and D. A. Newman (2010). According to this model, understanding and management of emotions are determined by cultural characteristics of the respondents. These conclusions were based on data from studies in China, the United States, Japan, India, and Argentina. This illustration shows the degree of universality and cultural conditionality of the EI branches in the cultures of different peoples [10]. According to the authors of the model, these data should be taken into account when teaching the advancement of emotional intelligence.

Distribution of data on countries

Along with popularization of the EI concept, alternative views on the psychological and pedagogical phenomenon began to appear. N. Ashkanasy systematized existing scientific data, making his own, obtained through extensive theoretical and practical work. He structured and characterized EI models of three scientific approaches. The first approach is based on the concept of P. Salovey, P. and J. Meyer (1997), who defined EI as an ability to transform information about emotions along with the MSCEIT questionnaire (Mayer-Salovey-Caruso Emotional Intelligence Test), which is considered to be the "gold standard" for evaluating an individual's emotional intelligence [11].

The fundamental principles of the second scientific approach are also based on the EI model of P. Salovey, P. and J. Meyer, where the core of it is a questionnaire to identify individual and collective assessment of the facts, but not to perform specific tasks. For example, instead of asking respondents to identify a specific emotional state from a photo, they are asked to describe the range of emotions they experience when recognizing emotions from facial expressions in the photo. To achieve this goal, N. M. Ashkanasy and his colleagues proposed the

WEIP (Workgroup Emotional Intelligence Test: see Jordan, Ashkanasy, Härtel, & Hooper, 2002) and WLEIS (Wong and Law Emotional Intelligence Scale, Wong & Law, 2002) questionnaires.

Finally, the latter scientific approach described by N. M. Ashkanasy presents EI as a model of "traits". It was developed by K. V. Petrides and A. Fournham (2001). It appeared as a derivative of the concept of emotional intelligence based on factor analysis [12] . However, N. M. Ashkanasy strongly recommended not to rely on the findings and published data of the third scientific school, since it relies on an individual assessment of emotional state rather than emotional skills. But despite these serious shortcomings, the principles of the latter approach to de-

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scribing the EI model continue to be widely used in the scientific literature (see Boyle, Humphrey, Pollack, Hawver, & Story, 2011).

Soon after N. M. Ashkanasy recognized and popularized the classified concept of EI in the scientific community there launched a barrage of criticism in the key of its ontological and epistemological integrity. For example, along with many opponents of this theory, John Antonakis (2009) criticized the claim that the supposed predictive validity of EI related to management effectiveness is confused with personal characteristics (indicators of individual selfesteem) or intelligence (an indicator of ability).

In 2010 scientists seemed to agree on the definition of the emotional intelligence construct. Cary Cherniss initiated a scientific platform for discussing the issue of unifying the definition of EI [13]. In the course of the dialogue all three approaches described above were analyzed in detail, where scientists developed the third approach recognized that they had not only studied the emotional abilities of an individual, but rather socio-emotional skills and backgrounds. This led to the conclusion that only 1 and 2 approaches did not go beyond the study of emotional intelligence. Meanwhile, the authors of the latter approach have conducted more extensive research combining the emotional abilities of an individual with his social background.

In recent foreign scientific publications, including the Academy of Management Journal and the Journal of Applied Psychology, there have been claims that the EI construct is a type of cognitive ability used in the field of emotions. Moreover, a number of scientists, including O. Ibarra foresee the "great future" to the "young concept" of EI, since the fundamental principles of processing psychological information could be incorporated into the means of evaluating EI in order to increase their predictive reliability. Currently, there is a need to move to new types of EI research, which involve automatic and deliberate processing of emotional information, motivational principles, personal and situational approaches to the study of the emotional context. Thus, methods and approaches to EI assessment can become the topical course in studying emotional component of personality in the future along with conditions of the emotional context.

However, despite the commercial success of findings in this issue, a number of foreign scientists do not trace the conceptual accuracy of the definition and absolute autonomy of EI as a separate, independent physiological unit that does not have contiguity with personal characteristics and mental abilities of an individual (Landy, 2005; Locke, 2005; Murphy, 2006; Zeidner, Matthews, & Roberts, 2004). For this reason, D. Newman believes that EI is not able to objectively predict professional success without taking into account mental indicators and personal parameters [14]. Combining the theories of abilities and personality theories is possible through the introduction of "cascading model of emotional intelligence", proposed by Joseph and Newman. This model shows the relationship of perception, understanding of emotions and emotional regulation with success at work, on the one hand, and consciousness, cognitive abilities and emotional stability, on the other hand [14].

A remarkable fact is that the four-component EI model of P. Salovey and J. Meyer was transformed into a three-component model for measuring abilities: identification, understanding, and regulation of emotions (Fan, Jackson, Yang, Tang, & Zhang, 2010; Joseph & Newman, 2010). However, D. Newman believes in coherence and validity of the emotion rating scale for the type of mixed EI model when predicting professional success. He suppurts the mixed EI model with constructive fundamentality.

Another view on the EI phenomenon is presented by the Belgian scientist M. Mikolajczak, who depicted a three-level model of EI. According to the author, emotional intelligence is a combination of knowledge, abilities and traits. The level of knowledge goes back to emotional awareness (in other words, what we know about emotions). The ability level implies readiness to apply the above mentioned knowledge in specific situations. Finally, the third level of EI characterizes emotional predisposition (i.e. a tendency to behave in a certain way in emotional situations). At the same time, M. Mikolajczak notes a subtle connection between all three

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levels, which leads to the need to create reliable ways and tools to assess this phenomenon at all levels. The main achievement of the scientist lies in studying the backgrounds and ways to improve "emotional literacy" of adults. In other words, emotional predisposition (the third level of the EI structure in M. Mikolajczak's research) can be developed by specific methods and practices at any stage of life [15]. This leads to the conclusion that emotional intelligence is a flexible, multifaceted phenomenon that can be modified at all stages of human existence.

As for emotional competence, or in other words, emotional competence, it consists in recognizing other people's facial expressions and voice signals along with being aware of one's own emotional states. Competence related to understanding your own and other people's emotions involves knowing the causes and effects of different emotions, as well as an ability to differentiate them. This conceptualization assumes that the competencies of perception, understanding, use and effective management of emotions in oneself and other people constitute the core of emotional intelligence [2].

The vast range of definitions and scientific dogmas about EI gives us the right to say that scientists are pursuing the goal of identifying and defining a single theoretical basis that could be considered a "correct" or more reliable version of emotional intelligence. However, other scientists in their scientific researches see much more than simple unifying the conceptual model of EI. Meanwhile, they realize that presence of multiple theories can often motivate them to clarify additional aspects of complex psychological constructs.

Emotional intelligence like other types of intelligence can be measured in one of three ways: the first approach is a form of self-reporting, the second approach is about how other people perceive your personality and the third approach involves assessing ability or performance/effectiveness [3]. By now, many psychological tests have been created to identify the level of EI and its many aspects among which are: MSCEIT (Test for Emotional Intelligence of Salovey, Meyer, Caruso, 2002), STEU (Situational Test of Emotional Understanding; McCann & Roberts, 2008), GERT (Geneva Emotion Recognition Test; Schleger, Grandjean, Scherer, 2013). Emotional behavior, in turn, is evaluated by such questionnaires as TEIQUE (Traits of Emotional Intelligence; Petrides, 2009), EQ-I (Ratio of Emotional Intelligence; Bar-On, 2004), and one of the latest questionnaires – PEC (Profile of Emotional Competence; Brasseur, Gregory, Bordu and Mikolajczak; 2013). Despite the availability of effective, efficient and reliable tools it is necessary to do much more research to work out new EI assessment questionnaires, as well as analyze and improve existing ones.

Russian scientists started active work on creating an empirical base for EI assessment not long ago, since in 2006 only self-reporting questionnaires were available in the Russian science. At the moment one of the most valid domestic questionnaires is the MDEI (Method for Diagnosing Emotional Intelligence by L. N. Vakhrusheva.

Currently, the study of EI correlation with creativity as a capability directly related to the human thinking process is being popularized. Scientists theoretically justified the assumptions that emotions can prevent or stimulate creativity process. There are studies that demonstrate the link of certain creativity dimensions with the EI level [16].

At Russian International Academy for Tourism the author of the article conducted a psychological survey among high school and college students in order to identify the correlation between the level of emotional intelligence and their language perception. For that purpose the following questionnaires were used: N. Hall method of evaluating "emotional intelligence",

D. Liucin’s questionnaire called EmIn and Mayer—Salovey—Caruso test, which consists of 4 factors: identifying emotions, improving the efficiency of thinking, understanding emotions and managing them.

The survey showed that students whose EI scores were higher than average demonstrate better language performance and are easier to learn language material in foreign language classes and often have a language sense. Therefore, it can be assumed that the advancement of emotional intelligence and formation of emotional competence has a positive, stimulating effect

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on human cognitive processes. Moreover, it should be noted that students with more advanced EI coped with situational tasks such as Case Study easily and quickly, which indicates their creativity, erudition and ability to find non-standard solutions in situations that take them out of their comfort zone.

Thus, it seems relevant and appropriate to practice the advancement of emotional intelligence at the stage of early professional development, namely at the stage of mastering occupation. We will list some of them:

1)awareness of your own emotions (determining the source and nature of emotions, understanding the causes of negative experiences and fears);

2)awareness of other people's experiences (recognizing emotions of others, ability to establish emotional contact);

3)managing your own feelings (managing emotions through breathing techniques, forming a complex of self-regulation techniques, reframing-looking at the situation from a new angle, eliminating unnecessary emotions, etc.);

4)managing other people's experiences ("fitting" emotions, listening skills, expanding leadership features, fixing data).

Psychological and pedagogical practice in terms of formation and advancement of college and high school students’ EI is possible through methodological support of pedagogical activities, implementation in the educational process:

1)educational modules in the course of "emotional psychology»;

2)elective courses on the topic "emotional sphere of personality", "ways to increase emotional intelligence," emotional creativity»;

3)trainings and coaching seminars led by leading specialists in this field of psychological and pedagogical research [17].

The interest of further research in the area of EI can go back to studying negative aspects of this phenomenon: manipulative ability, false capacity as well as any ability that leads to asocial behavior. It is impossible to deny or ignore the downside of emotional intelligence and all the processes associated with it, since the bipolar coverage of this phenomenon can lead to serious reasons or evidence of existing facts acting as an additional scientific information resource.

Understanding and managing emotions are important factors in building interpersonal, social, and industrial relations. Intelligence is revealed at work in such abilities as competence, initiative, creativity and self-organization. Emotional intelligence, being one of the varieties of human intelligence, has now earned the status of "mainstream" – a topical and promising trend in psychological and pedagogical practice. Emotional competence contributes to more effective implementation of professional activities and building harmonious social contacts.

Conclusion.

The article is a comprehensive interpretation analysis of various aspects of EI, its content and identification of its practical value. Scientists made attempts to establish a link between indicators of person’s emotional intelligence and his professional success and their scientific views are briefly presented in the article. Thus, the author reveals correlation between creativity, creative potential of an individual, his success in self-realization and the degree of EI advancement, which is modified throughout a whole person's life.

Summing up all the above, it is important to note the ambiguity of interpretations to substantiate the essence of "emotional intelligence". The abundance of scientific views testifies to the relevance and recognition of EI as a research field with a "great future" in numerous international studies, which gives a special status to this phenomenon in modern scientific thought. The absence of solid empirical and methodological context presents an opportunity for further research in the key of determinism, prognosticism and identification of emotional intelligence deep potential.

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THEORY AND PRACTICE OF TRANSLATION

DOI 10.36622/MLMDR.2020.30.3.010

UDC 811.111’373

TO THE PROBLEM OF PHRASEOLOGICAL UNITS REFLECTION

IN DICTIONARIES OF DIFFERENT TYPES

E.M. Grigoryeva

____________________________________________________________________________

Ivanovo State University, Ph.D. in Philology,

Assistant Professor of English Foreign Philology Department Ekaterina Mikhaylovna Grigoryeva

e-mail: grigoryeva.ekaterina@mail.ru

____________________________________________________________________________

Statement of the problem. The article is devoted to a detailed analysis of the phraseological units of the English language of various thematic groups and the features of their registration in the English-English and EnglishRussian dictionaries and reference books. Features that distinguish phraseological units from free phrases are studied. More than that, the question of belonging proverbs to phraseological stock is studied. Then phraseological units selected by the continuous sampling method are classified according to different grounds, and a detailed analysis of the features of their reflection in the analyzed sources is carried out.

Results. Phraseological units are classified into some categories according to the following criteria: function in communication, determined by their structural and semantic features and thematic division. Phraseological unitseuphemisms related to several thematic groups, including death, curse words and pregnancy are studied. The characteristic features of microstructure organization of each individual source are described.

Conclusion. The analysis of English phraseological units registration showed that this lexis is reflected in dictionaries in a proper way. Theoretical literature analysis shows justification of proverbs inclusion into phraseological stock as they are a part of national cultural heritage and are reproduced in speech in the basic form. Further, the author comes to a conclusion that dictionary type and addressee of the reference book determine features of microstructure organization and their components (definition, translation equivalent, illustrative example, grammar, stylistic, regional and etymological labels, graphic illustration).

Key words: phraseological unit, dictionary, microstructure, labels (grammar, regional, stylistic, chronological), illustrative example, graphic example, phraseography.

For citation: Grigoryeva E.M. To the problem of phraseological units reflection in dictionaries of different types / E.M. Grigoryeva // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2020. - № 3 (30). – P. 103-113.

Introduction

The lexical stock of any language is diverse. It includes common vocabulary which is similar in different languages (nouns: home, notebook, back, pen, calendar; verbs: do, draw, walk; adjectives: beautiful, interesting, bright and others) and other layers of vocabulary which may be different in various cultures. Such layers of vocabulary include slang, neologisms, realia as well as phraseological units. The objective of this study is to analyze the reflection features of phraseological units (hereinafter Ph. U.) of the English language in several reference books.

In modern lexicography one of the actively developing areas is phraseography. According to O.M. Karpova, its purpose is a lexicographic description of various types of set expressions [1, p. 88].

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© Grigoryeva E.M., 2020

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