بررسی رابطه تفاوت‌های فردی در فارسی‌آموزان سطوح مختلف در کلاس‌های آموزش زبان فارسی به‌عنوان زبان دوم (تمایل به برقراری ارتباط، هوش اجتماعی و انگیزه)

نوع مقاله : مقالات علمی پژوهشی

نویسندگان
1 استادیار زبان‌شناسی، تربیت مدرس، تهران، ایران
2 استادیار گروه زبان و ادبیات انگلیسی، دانشگاه کوثر بجنورد، بجنورد، ایران
3 دانشجوی کارشناسی ارشد دانشگاه علامه طباطبایی، تهران، ایران
چکیده
هدف این پژوهش به‏طور خاص افزایش درک و آگاهی ما از رابطۀ بین عوامل مربوط به تفاوت‏های فردی در آموزش زبان به‏و‏یژه عوامل تمایل به برقرای ارتباط، هوش اجتماعی و انگیزش است. دو متغیر جنس و سطح دانش زبانی نیز در این پژوهش موردبررسی قرار گرفته است. برای پاسخ به سه پرسش و بررسی فرضیه‏ها‏ی پژوهش 168 نفر از فارسی‏آموزان بزرگ‌سال سطوح مختلف زبانی (79 زن و 89 مرد) در دانشگاه‏های مختلف، به پرسش‌نامۀ 44 گویه‏ای پاسخ دادند. نتیجۀ تحلیل آماری و آزمون‏های مختلف برای بررسی داده‏های مربوط به متغیرهای تمایل به برقراری ارتباط WTC و مؤلفه‏های انگیزش و هوش اجتماعی نشان داد که روابط این سه متغیر با یکدیگر کاملاً معنادار است و فقط رابطۀ تمایل به برقراری ارتباط و خودبایدی در فارسی‏آموزان دختر معنادار نیست. روابط بین متغیر تمایل به برقراری ارتباط با چهار متغیر خودآرمانی، تجربۀ یادگیری، انگیزش کلی و هوش اجتماعی در فارسی‏آموزان پسر قوی‏تر از دختران است و رابطۀ بین متغیرهای هوش اجتماعی و انگیزش در فارسی‏آموزان دختر از پسران قوی‏تر است. تحلیل داده‏ها براساس سطوح زبانی نشان داد در سطح مقدماتی روابط بین متغیر تمایل به برقراری با سه متغیر خودآرمانی، تجربۀ یادگیری و انگیزش کلی و نیز رابطۀ متغیر هوش اجتماعی و انگیزش قوی‏تر از سایر سطوح زبانی است. در سطح میانی افزایش متغیر تمایل به برقراری ارتباط موجب کاهش معنادار متغیر خودبایدی می‏شود و رابطۀ متغیر تمایل به برقراری ارتباط و هوش اجتماعی در سطح میانی بیشتر از سطوح دیگر است.

کلیدواژه‌ها

موضوعات


 Abbasi, Zahra, Yaghoubinejad, Hadi (2019). “A Time Perspective of Motivational Fluctuation over Task Performance”. Humanities, Vol. 26 (3): 85-105.
 Bandura, A. (1997) Self-Efficacy: The Exercise of Control. New York: WH Freeman.
 Bradberry, Travis. Greaves, Jean. (2005). Emotional Intelligence, skills and tests. Translated by Mehdi Ganji.Tehran, Savalan.
 Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd Eds.). Pearson Education ESL.
 Cao, Y. (2014). “A sociocognitive perspective on second language classroom willingness to communicate”. TESOL Quarterly, 48(4), 789-814.
 Cao, Y., & Philp, J. (2006). “Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction”. System, 34(4), 480-493
 Cha, J.-S., & Kim, T.-Y. (2013). “Effects of English-learning motivation and language anxiety of the elementary school students on willingness to communicate in English and English speaking”. Primary English Education, 19(1), 271-294.
 Chen, J. F., Warden, C. A., & Chang, H. T. (2005). “Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation”. TESOL Quarterly, 39(4), 609-663.
 Csizér, K. & Kormos, J. (2008). “The Relationship of Intercultural Contact and Language Learning Motivation among Hungarian Students of English and German”. Journal of Multilingual and Multicultural Development. 29 (1). 30-48.
 Csizér, K. & Lukács, G. (2010). “The Comparative Analysis of Motivation, Attitudes and Selves: The Case of English and German in Hungary”. System. 38 (1). 1-13.
 Csizér, K., & Dörnyei, Z. (2005). “The internal structure of language learning motivation and its relationship with language choice and learning effort”. Modern Language Journal, 89(1), 19–36.
 Derwing, T., Munro, M., & Thomson, R. (2008). “A longitudinal study of ESL learners’ fluency and comprehensibility development”. Applied Linguistics, 29(3), 359-380.
 Dewaele, J-M, Gkonou, C and Mercer, S (2017). “L2 teachers’ emotional competence and teaching experience”, in Martinez, J (Eds), Emotions in Second Language Teaching: Challenges for Teacher Education.
 Dörnyei, Z. & Chan, L. (2013). “Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity across Two Target Languages”. Language Learning. 63 (3). 437-462.
 Dörnyei, Z. & Skehan, P. (2003). “Individual Differences in Second Language Learning”. The handbook of second language acquisition. 589-630.
 Dörnyei, Z. (2005). The psychology of the language learner: Individual Differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
 Dörnyei, Z. (2009). The psychology of Second language acquisition, Oxford, Oxford University Press.
 Dörnyei, Z. (2009). “The L2 Motivational Self System”. Motivation, Language Identity and the L2 Self. Z. Dörnyei & E. Ushioda (Eds.). Bristol: Multilingual Matters. 9-42.
 Dörnyei, Z., Ushioda, E. (2011). Teaching and researching motivation. London: Routledge.
 Gardner, R& Lambert, W. (1972). Attitudes and motivation in second language learning, Rowley, MA: Newbury House.
 Gardner, R. C. & Tremblay, P. F. (1994). “On motivation, Research Agendas, and theoretical Frameworks”. The Modern Language Journal. 78. 359-368.
 Gardner, R. C. (1985). Social psychology and second Language Learning. London. Arnold.
 Gardner, R. C. (2001). “Integrative motivation and second language acquisition”. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition, (Technical Report #23, 422-459). Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center.
 Gardner, R. C. (2010). Motivation and second language acquisition: the socio educational model. New York: Peter Lang.
 Gardner, R. C., & Clément, R. (1990). “Social psychological perspectives on second language acquisition”. In H. Giles & P. Robinson (Eds.), The handbook of language and social psychology (495-517). New York: Wiley.
 Gardner, R. C., & Macintyre, P. D. (1993). “A student’s contributions to second language learning”. Part II: Affective variables. Language Teaching, 26, pp.1–11.
 Gardner, R., Smythe, P., Clément, R., & Gliksman, L. (1976). “Second language acquisition: a social psychological perspective”. Canadian Modern Language Review, 32, 198-213.
 Goleman, D (2006). Social intelligence: The New Science of Human Relationships. London: Arrow Books.
 Hashimoto, Y. (2002). “Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context”. Second Language Studies, 20(2), 29-70.
 Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). “Foreign language classroom anxiety”. The Modern Language Journal, 70(2), 125-132.
 Islam, M., Lamb, M. & Chambers, G. (2013). “The L2 Motivational Self System and National Interest: A Pakistani Perspective”. System. 41 (2). 231-244.
 Kang, S. J. (2005). “Dynamic emergence of situational willingness to communicate in a second language”. System, 33(2), 277-292.
 Karimi, M. N. & Abaszadeh, A. (2017). “Autonomy-Supportive Teaching, Willingness to Communicate in English, Motivation, and English Speaking Self-Efficacy among EFL Learners: A Structural Equation Modeling Study”. Iranian Journal of Applied Linguistics (IJAL), 20 (2), pp.113-156.
 Kelly, L. (1983). “Observers’ comparisons of the interpersonal skills of reticent and nonreticent students”. Communication, 12(1), 77.
 Knell, Ellen and Chi, Yanping (2012). “The Roles of Motivation, Affective Attitudes, and Willingness to Communicate Among Chinese Students in Early English Immersion Programs”. International Education, Vol. 41 Issue (2).
 Larson, C. E., Backlund, P. M., Redmond, M. K., & Barbour, A. (1978). “Assessing communicative competence”. Falls Church, VA: Speech Communication Association and ERIC.
 Lee, J. S., & Drajati, N. A. (2019). “Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language”. Australasian Journal of Educational Technology, 35(5), pp.168-182.
 Lee, Winnie and Sarah Ng (2010). “Reducing student reticence through teacher interaction strategy”, ELT Journal Volume 64/3 July 2010, pp.302–313.
 Liu, M. (2005). ‘Reticence in oral English Language classrooms: a case study in China’. TESL Reporter, 38/1: 1–16.
 Liu, M., & Jackson, J. (2008). “An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety”. The Modern Language Journal, 92(1), 71- 86.
 MacIntyre, P. D. (2007). “Willingness to communicate in the second language: Understanding the decision to speak as a volitional process”. The Modern Language Journal, 91(4), 564-576.
 MacIntyre, P. D., & Charos, C. (1996). “Personality, attitudes, and affect as predictors of second language communication”. Journal of Language and Social Psychology, 15(1), pp.3-26.
 MacIntyre, P. D., & Gardner, R. C. (1994). “The effects of induced anxiety on three stages of cognitive processing in computerised vocabulary learning”. Studies in Second Language Acquisition, 16, pp.1-17.
 MacIntyre, P. D., Dörnyei, Z., Clement, R., & Noels, K. A. (1998). “Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation”. The Modern Language Journal, 82(4), 545-562.
 MacIntyre, P., & Legatto, J. (2011). “A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing effect”. Applied Linguistics, 32(2), 149-171.
 Markus, H. & Nurius, P. (1986). “Possible Selves”. American Psychologist. 41 (9). 954-969.
 Martin, AJ and Dowson, M (2009). “Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice”. Review of Educational Research 79/1: 327–365.
 Matsuoka, R. (2006). “Japanese college students' willingness to communicate in English”. Unpublished doctoral thesis, Temple University, Pennsylvania, PA, U.S.A.
 McCroskey, J. C., & Baer, J. E. (1985). “Willingness to communicate: The construct and its measurement”. Paper presented at the annual convention of the Speech Communication Association, Denver, CO.
 McCroskey, J. C., & Richmond, V. P. (1991). “Willingness to communicate: A cognitive view”. In M. Booth-Butterfield (Eds.), Communication, cognition and anxiety (19-37). Newbury Park, CA: Sage.
 McCroskey, J. C., & Richmond, V. P. (1987). "Willingness to communicate". In J. C. McCroskey, & J. A. Daly (Eds.), Personality and interpersonal communication (129-156). Retrieved from http.
 McCroskey, J. C., & Richmond, V. P. (1990). "Willingness to communicate: A cognitive view". Journal of Social Behavior & Personality, 5(2), 19-37.
 Mcintosh, C. N & Noels, K. A (2004). “Self-determined motivation for language learning: The role of need for cognition and language learning strategies”. Available at http://zif. Spz. Tu-darmstadt. De/jg-09-2/beitrag/mcintosh2.htm.
 Mercer, S. (2011). “Language Learner Self-Concept: Complexity, Continuity and Change”. System. 39 (3). 335-346.
 Munezane, Y. (2015). "Enhancing willingness to communicate: Relative effects of visualization and goal setting". The Modern Language Journal, 99(1), pp.175-191.
 Mystkowska-Wiertelak, A., & Pawlak, M. (2017). "Willingness to communicate in instructed second language acquisition: Combining a macro- and micro- perspective". Bristol: Multilingual Matters.
 Noora, Azam (2008). “Iranian Undergraduates Non-English Majors' Language Learning Preferences”, GEMA Online Journal of Language Studies, Volume 8(2) 2008.
 Oram, P. & Harrington, M. (2002). “Learning styles and strategies, SLAT 6805”. Second language Aqusition. Semester 2.
 Oxford, R. (1997). “Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom”. The Modern Language Journal, 81(4), 443-456.
 Oyserman, D., Bybee, D., Terry, K., & Hart–Johnson, T. (2004). “Possible selves as roadmaps”. Journal of Research in Personality, 38, pp.130–149.
 Papi, M. (2010). “The L2 Motivational Self System, L2 Anxiety, and Motivated Behavior: A Structural Equation Modeling Approach”. System. 38 (3). 467-479.
 Pawlak, M., Mystkowska-Wiertelak, A., & Bielak, J. (2016). “Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective”. Language Teaching Research, 20(5), 654-671.
 Peng, J. E. (2014). Willingness to communicate in the Chinese EFL university classroom: An ecological perspective. Bristol: Multilingual Matters.
 Peng, J. E., & Woodrow, L. (2010). “Willingness to communicate in English: A model in the Chinese EFL classroom context”. Language Learning, 60(4), 834-876.
 Schunk, D (1991). “Goal setting and self-regulation: A social cognitive perspective on self-regulation”, in Maehr, ML and Pintrich, PR (Eds.) Advances in Motivation and Achievement, Vol 7. Greenwich: JAI Press, 85–113.
 Skehan, P. (1989). “Individual differences in second language learning”. London: Arnold Southern Communication Journal, 56, 72-77.
 Taguchi, T., Magid, M., & Papi, M. (2009). “The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study, In Z. Dörnyei & E. Ushioda (Eds.)”, Motivation, language identity and the L2 self, (66-97). Bristol: Multilingual Matters.
 Wen, W. P., & Clement, R. (2003). “A Chinese conceptualization of willingness to communicate in ESL”. Language Culture and Curriculum, 16(1), 18-38.
 Wharton, G. (2000). “Language Learning strategy use of blingual foreign language Learners in Singapore”. Language Learning. 50. 2. 203-243.
 Yang, Chengying, (2015). “East to West, are Chinese Students Willing to Communicate? A Mixed-method Study about Chinese Students' Willingness to Communicate” Culminating Projects in English. 32.
 Yang. Nae. Dong. (1999). “The relationship between EFL Learner’s beliefs and Learning strategy use”. System. 27, 515-535.
 Yashima, T. (2002). “Willingness to communicate in a second language: The Japanese EFL context”. The Modern Language Journal, 86(1), 54-66.
 Yu, M. (2008). “Willingness to communicate of foreign language learners in a Chinese setting”. (Doctoral dissertation). Retrieved from http://diginole.lib.fsu.edu/etd/887/.
 Zarrinabadi, N. (2014). “Communicating in a second language: Investigating the effect of teacher on learners' willingness to communicate”. System, 42, 288-295.