جستجو در:
دوره 15، شماره 5 - ( 1403 )
جلد 15 شماره 5 صفحات 83-57 |
برگشت به فهرست نسخه ها
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Sabouri M, Ghaniabadi S, Adel S M R, Davoudi M. The Role of Agency and Identity in the Language Socialization of Iranian EFL Learners during the COVID-19 Pandemic: An Ethnographic Study. LRR 2024; 15 (5) :57-83
URL: http://lrr.modares.ac.ir/article-14-66762-fa.html
URL: http://lrr.modares.ac.ir/article-14-66762-fa.html
Sabouri Maryam، Ghaniabadi Saeed، Adel Seyyed Mohammad Reza، Davoudi Mohammad. The Role of Agency and Identity in the Language Socialization of Iranian EFL Learners during the COVID-19 Pandemic: An Ethnographic Study. جستارهای زبانی. 1403; 15 (5) :57-83
1- Ph.D. Candidate, Hakim Sabzevari University, Iran
2- Assistant Professor, Hakim Sabzevari University, Iran ،s.ghaniabadi@hsu.ac.ir
3- Associate Professor, Hakim Sabzevari University, Iran
2- Assistant Professor, Hakim Sabzevari University, Iran ،
3- Associate Professor, Hakim Sabzevari University, Iran
چکیده: (1513 مشاهده)
In the context of language socialization, second/foreign language (L2) instruction is a crucial context for secondary socialization, especially when it takes place outside the learners’ culture of origin. This study explored how Iranian EFL learners socialize through the rules of EFL classes and how gender, parents, and native language affect their language socialization during the COVID-19 pandemic. We focused on two fundamental principles of language socialization (Lee & Bucholtz, 2015): agency and identity. In this ethnographic study, we collected the data by observing two classes in a WhatsApp group, interviewing the learners four times through Skype, asking them to write down their reflections about their class procedure, and writing our reflections about teachers-students interactions. We used Direct Qualitative Content Analysis method to analyze the data. To simplify data classification and interpretation, we utilized the MAXQDA-2020 software. The findings revealed two sub-categories for learners’ agency (talent and experience) and three sub-categories for learners’ identity (gender, parents, and native language). The results also showed that language socialization is bidirectional, and learners face forms of negotiating, accepting, or rejecting their agency and identity across this socialization process. The learners’ L1 and culture influence their opinion about the English language and culture. Whether this effect is negative or positive depends on proficiency level, gender, and social context. Finally, cyberspace provided a suitable context for language socialization, especially during the Covid-19 pandemic. Findings showed several pedagogical implications for EFL teachers and learners.تجزیه و تحلیل داده‌ها دو زیرمقوله برای عاملیت زبان‌آموزان (استعداد و تجربه) و سه زیرمقوله برای هویت زبان‌آموزان (جنسیت، والدین و زبان بومی) را مشخص می‌سازد. نتایج این پژوهش همچنین نشان می‌دهد که جامعه‌پذیری زبان دوسویه است و زبان‌آموزان در طی فرآیند جامعه‌پذیری با اشکال مذاکره، پذیرش یا عدم پذیرش عاملیت و هویت خود مواجه می‌شوند. فرهنگ و زبان اول زبان‌آموز بر نظر او راجع به زبان و فرهنگ انگلیسی تأثیر می‌گذارد. چه این تأثیر منفی باشد چه مثبت بستگی به سطح بسندگی، جنسیت و بافت اجتماعی دارد. یافته‌ها به چندین پیامد آموزشی برای معلمان و فراگیران زبان انگلیسی دلالت دارند.
واژه‌های کلیدی: direct qualitative content analysis، ethnography، language socialization، learners’ agency، learners’ identity
ارسال پیام به نویسنده مسئول
| بازنشر اطلاعات | |
 |
این مقاله تحت شرایط Creative Commons Attribution-NonCommercial 4.0 International License قابل بازنشر است. |