The communicative language teaching (CLT) paradigm emphasizes that main aim of language learning is to communicate through interaction in the target language. In that sense, it is extremely significant to point out that the function of language is to express ourselves and to understand other people in real life communication. In the same vein, many different definitions of the term emotional intelligence all put stress on the necessity of understanding both other people’s feelings and our own feelings. For that reason, emotional intelligence may be regarded as a crucial skill to have a better communication in foreign language. Additionally, it is claimed that high level of emotional intelligence may play a remarkable role to increase the students’ English language achievement. Hence, the aim of this study was to investigate whether there was a relationship between emotional intelligence of English as a foreign language (EFL) learners and their foreign language achievement. The participants of the study were 7th grade students attending a public secondary school in Samsun. 94 students were participated in the study voluntarily. The BarOn EQ-i:YV, developed by Bar-On & Parker (2000) was used to determine the students’ emotional intelligences. In order to prevent misunderstanding, translated version of the BarOn EQ-i:YV by Köksal (2007) was used to gather necessary data in the present study. The students’ grade point averages in spring term of English language course were regarded as the indicators of their academic achievement in foreign language. Pearson correlation coefficient was used in order to analyze the relationship between the students’ emotional intelligences and their English achievement. The result of the study indicated a strong positive correlation between students’ emotional intelligence and language achievement
Foreign language, EFL, multiple intelligence, emotional intelligence, language achievement.