SUMMARY
Language learners’ awareness of target language pragmatic features is influenced by individual difference variables, the least explored one being emotional intelligence. To investigate the relationship between emotional intelligence and pragmatic awareness, the current study was conducted over 120 Iranian senior undergraduates of English as a Foreign Language at a university in Iran. Pragmatic awareness was measured through a 12-scenario contextualized pragmatic judgment task. Emotional intelligence was also measured through the EQ-i. The results of the Pearson correlation revealed a strong positive relationship between emotional intelligence and pragmatic awareness. The pedagogical implications of the findings suggested incorporation of emotion-driven authentic materials in English language classes to invoke emotional intelligence in language learners.