Social Intelligence: Diversity among Different Language Proficiency Levels

Abstract

Language acquisition and social intelligence are generating considerable interest in terms of their vital applications in today’s modernized world. Research over the previous decades in the domain of second language learning has mainly focused on neurological and cognitive aspects of a bilingual mind and whether bilinguals outperform monolinguals in various linguistic facets. These studies failed to address possible interconnections between second language learning and intelligence. Likewise, social intelligence has rarely been discussed as a distinct phenomenon from emotional intelligence. With this in mind and the fact that our knowledge of possible interconnections between social intelligence and language proficiency level is largely based on very limited data, the current study attempted to explore the relationship between social intelligence and language proficiency level. Participants included a monolingual group comprising of 30 participants and three English proficiency groups of elementary and advanced, involving 30 subjects in each group. All participants responded to the Tromso Social Intelligence Scale questionnaire. The evidence from this study revealed significant differences concerning participants of the advanced proficiency group with respect to their social skill and social intelligence. Furthermore, a strong, positive correlation was shown only between the advanced and elementary groups regarding their social intelligence.

Keywords: language proficiency level, Social intelligence