Abstract

The main objective of the study is to consider some theories of emotional intelligence and its applicational mechanisms in the field of British education. The methodology of the study is determined by the peculiarities of comparative pedagogy and foreign pedagogy studies. Foreign texts on the chosen problem are closely analysed and discussed from the point of view of the researches. On the base of the analysis the author of the article discusses and classifies some pedagogical acts, and tries to interpret them with the help of psychology, sociology and other disciplines. Comparative pedagogical research is based on some of actual pedagogical problems, its main components being: a) problem analysis, b) putting forward hypotheses, c) determining basic conditions and modern social context. The article deals with some main features of basic models of emotional intellect, emotional literacy, some possibilities of these models and their application to language education in Great Britain. The author finds out the role of UK Government in introduction of nationally agreed educational policy based on emotional intellect and emotional literacy principles. Such educational programmes as Every Child Matters: Change for Children, London: The Stationary Office, DfES (2004), Social and Emotional Aspects of Learning: Improving behavior, improving learning. London: HMSO, DfES (2005) are the main examples of such an approach.

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