Abstract. The development of intellectual and emotional resource of the personality has become crucial in modern society as it benefits to their effective self-fulfillment. The capability of proper emotions managing contributes to soft skills development. Hence, the problem of emotional intelligence is of great importance for scientists and teachers. Educational sphere is entitled to provide students with opportunities to train their emotional literacy, to overcome emotional barriers that interfere with their successful performance.
The importance of integrating emotions into the educational process, in particular learning the second language, is proved by a number of researches. It is stated that positive emotions support motivation, memorization and influence psychological state of the student making them more open to the new knowledge. According to the cordos-mediation principle, the information that goes through the heart, i.e. trough experiencing some feelings and emotions, is effectively acquired by the person.
Incorporating emotions into the second language learning activities benefits students᾿ cognitive and emotional sphere of development. As the process of learning foreign language comes with experiencing a range of positive and negative emotions, the work with them seems of great value. Intensification of positive emotions and elimination of foreign language anxiety, hopelessness, boredom, anger, that are typical for second language students, make sense. It leads to deactivation of students᾿ psychological defense mechanisms, increases their motivation and confidence.
Selecting and using learning support materials to achieve this target should be based on their psychological sense to transform students᾿ views and contribute to their emotional literacy. The paper presents using the parable at the foreign language class as an effective instrument of meeting the requirements for work with students᾿ emotions. The parable is proved to be of great value due to its volume, lexical and grammar material, metaphoric meaning and deep psychological sense that facilitates the students to analyze their own emotions, bring insights and change their viewpoints.
The Use of Question Modification Strategies in ESL Class