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رابطه بین خودافشایی کلامی، سبک دلبستگی، تمایل به برقراری ارتباط، و مهارت گفتاری در بین فارسی آموزان خارجی | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| دوره 14، شماره 1 - شماره پیاپی 29، فروردین 1404، صفحه 157-181 اصل مقاله (1.52 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2025.22345.1715 | ||
| نویسندگان | ||
| مهدی واعظ دلیلی* 1؛ محسن محمودی دهکی2 | ||
| 1نویسنده مسئول، استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران. | ||
| 2استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، واحد نجف آباد، دانشگاه آزاد اسلامی، ایران. | ||
| تاریخ دریافت: 18 تیر 1404، تاریخ بازنگری: 24 مرداد 1404، تاریخ پذیرش: 18 شهریور 1404 | ||
| چکیده | ||
| با در نظر گرفتن مهارت گفتاری به عنوان معیاری پرکاربرد برای سنجش مهارت زبانی و نقش کمرنگ متغیّرهای درون فردی در طراحی برنامه درسی دوره های آموزش زبان فارسی، این مطالعه به بررسی ارتباط بین خودافشایی کلامی، سبک دلبستگی (ایمن، اضطرابی، اجتنابی، و آشفته)، تمایل به برقراری ارتباط، و مهارت گفتاری در بین فراگیران عرب زبان فارسی پرداخت. با انجام یک پژوهش با طرحواره همبستگی، 120 فراگیر عرب زبان با سطح متوسّط زبان فارسی به عنوان زبان خارجی به صورت تصادفی انتخاب شدند. ابزارهای گردآوری داده های موردنیاز این مطالعه شامل پرسشنامه ی خود افشایی کلامی، پرسشنامه ی سبک دلبستگی، پرسشنامه ی تمایل به برقراری ارتباط، و همچنین آزمون استاندارد مهارت گفتاری فارسی بود. به منظور تجزیه و تحلیل داده ها از ضریب همبستگی پیرسون و تحلیل رگرسیون چندگانه استفاده شد. نتایج ضرایب همبستگی نشان داد که خودافشایی کلامی، تمایل به برقراری ارتباط، و سبک دلبستگی ایمن با مهارت گفتاری فراگیران عرب زبان فارسی همبستگی مثبت معناداری داشتند. اگرچه سبک دلبستگی ایمن با مهارت گفتاری همبستگی معناداری داشت، ولی سبکهای دلبستگی ناایمن (اضطرابی، اجتنابی و آشفته) با مهارت گفتاری همبستگی منفی نشان دادند. بر اساس نتایج رگرسیون چندگانه، تمایل به برقراری ارتباط، خود افشایی کلامی، و سبک دلبستگی ایمن به ترتیب قوی ترین متغیّرهای پیش بینی کننده ی مهارت گفتاری فارسی آموزان عرب بودند. یافته های مطالعه پیامدهایی برای حوزه های آموزش زبان فارسی به غیرفارسی زبانان، ارتقاء برنامه درسی زبان فارسی، و روانشناسی آموزشی دارد. | ||
| کلیدواژهها | ||
| خود افشایی کلامی؛ سبک دلبستگی؛ تمایل به برقراری ارتباط؛ مهارت گفتاری؛ زبان فارسی به عنوان زبان خارجی | ||
| عنوان مقاله [English] | ||
| Relationship between Verbal Self-Disclosure, Attachment Style Willingness to Communicate (WTC), and Speaking Skill Among Foreign Learners of Persian | ||
| نویسندگان [English] | ||
| Mehdi Vaez-Dalili1؛ Mohsen Mahmoudi-Dehaki2 | ||
| 1Corresponding author, Assistant Professor of Teaching English as a Foreign Language (TEFL), Department of English, Isf.C., Islamic Azad University, Isfahan, Iran. | ||
| 2Assistant Professor of Teaching English as a Foreign Language (TEFL), Department of English, Na.C., Islamic Azad University, Najafabad, Iran. | ||
| چکیده [English] | ||
| Considering the speaking skill as the frequently-used yardstick for measuring L2 proficiency and the overlooked role of intrapersonal variables in designing the curriculum of Persian as a Foreign Language (PFL) courses, this study examined the relationship among verbal self-disclosure, attachment style (secure, anxious, avoidant, and disorganized), Willingness To Communicate (WTC), and the speaking skill in Arab PFL learners. Based on a correlational research design, 120 Arab intermediate PFL learners were randomly selected, and four instruments including a verbal self-disclosure questionnaire, an attachment style questionnaire, a WTC questionnaire, and a standard speaking skill test were administered to gather the required data. Pearson correlation coefficient and multiple regression analysis were used for data analysis. The results of a set of Pearson coefficient of correlations showed that verbal self-disclosure, WTC, and secure attachment style were positively correlated with Arab PFL learners’ speaking ability at significant levels. Although the secure attachment style had a positive correlation with PFL learners’ speaking skill, the insecure attachment styles (anxious, avoidant, and disorganized) showed negative correlations with the speaking skill. Based on the results of the multiple regression analysis, the three variables of WTC, verbal self-disclosure, and secure attachment style were respectively the most potent predictors of Arab PFL learners’ speaking skill. The findings of the study have implications for PFL teaching, PFL curriculum development, and educational psychology. :Extended Abstract Introduction Second language speaking ability is a complex skill influenced by various intra-individual, inter-individual, environmental, and instructional factors. Most studies conducted in the field of Persian language teaching have focused on inter-individual and environmental factors; however, psychological intra-individual variables have received less attention (Peterson, 2021). Among these, verbal self-disclosure, attachment style, and willingness to communicate (WTC) are particularly influential, yet rarely examined in Persian as a Foreign Language (PFL) learning research. Speaking proficiency consists of four core components: fluency and coherence, vocabulary range, grammatical accuracy and complexity, and pronunciation (Tavakoli & Wright, 2020), which form the basis for assessing L2 speaking ability in international standardized tests. Psychological variables such as verbal self-disclosure (Ignatius & Kokkonen, 2012), attachment style (Simpson & Rholes, 2015), and willingness to communicate (Peng, 2014) can significantly influence the development of the speaking skill. Despite scattered studies that have explored pairwise relationships between these factors (e.g., Bergil, 2016), no comprehensive research has yet investigated the simultaneous relationship among verbal self-disclosure, attachment style, WTC, and speaking skill among Arab PFL learners. This research gap highlights the need for interdisciplinary studies that could yield valuable insights for PFL curriculum designers, PFL instructors, and educational psychologists. Methodology The study employed a correlational research design to examine the relationships between verbal self-disclosure, attachment styles, willingness to communicate (WTC), and the speaking skill among Arab PFL learners. It was conducted within a descriptive framework with two main objectives: (1) to identify the strength and direction of the relationships between the predictor variables (verbal self-disclosure, attachment style, willingness to communicate) and the criterion variable (speaking proficiency), and (2) to determine which of the three predictor variables best predicts PFL learners’ speaking skill. A sample of 120 intermediate-level PFL learners, including 78 males and 42 females, was selected using random sampling. Data were collected through three questionnaires, including Verbal Self-Disclosure Scale (Jourard & Lasakow, 2013), Attachment Style Questionnaire (Feeney, et al. 1994), and Willingness to Communicate Scale (Yashima, et al., 2004), and a standardized Persian speaking skill test. Validity and reliability of all instruments were confirmed in previous studies, with Cronbach’s alpha values ranging from 0.79 to 0.93. Speaking skill was assessed through a structured oral interview covering one’s introduction, picture description, and discussion, evaluated based on fluency, vocabulary, grammar, and pronunciation. Data were analyzed using Pearson correlation to explore interrelationships among variables and multiple regression analysis to identify the most significant predictor of the speaking skill. All statistical analyses were performed using SPSS software at a significance level of p< 0.05. Discussion The results of the first research question of the study indicated a statistically significant relationship among verbal self-disclosure, attachment style, willingness to communicate (WTC), and speaking skill in Arab PFL learners. More specifically, the data revealed a positive and significant correlation between verbal self-disclosure and the speaking skill, and between WTC and the speaking skill. Regarding attachment styles, while secure attachment style showed a positive correlation with the speaking skill, the anxious, avoidant, and disorganized attachment styles represented negative correlations. The results of the second research question indicated that WTC was the strongest predictor, explaining up to 42% of the variance in speaking performance, followed by verbal self-disclosure (35%) and secure attachment (25%). These findings align with Bergil (2016), who also found a strong link between WTC and speaking skill. They are also consistent with MacIntyre et al.’s (1998) hierarchical model, which suggests that WTC is influenced by multilayered factors such as communicative confidence and interpersonal motivation. Moreover, the results support Huang’s (2023) findings on the significant positive relationship between verbal self-disclosure and speaking skill. These findings resonate with the social penetration theory (Ignatius & Kokkonen, 2012), implying that deeper and more frequent self-disclosure enhances interpersonal relationships. In language learning environments, verbal self-disclosure encourages learners to use diverse vocabulary, complex grammatical structures, and meaningful pronunciation practice. This supports the design of classroom activities that promote sharing personal experiences in controlled contexts. Additionally, the findings are consistent with Amirian, Daneshrah, and Mehrabadi (2022), who reported a positive relationship between secure attachment and speaking skill. Learners with anxious, avoidant, or disorganized attachment styles tend to experience higher levels of anxiety in, which negatively affects their speaking ability. Conclusions This study revealed that psychosocial factors significantly influence learners’ speaking proficiency. WTC, verbal self-disclosure, and secure attachment style were respectively identified as the strongest positive predictors of the speaking skill. These findings highlight the need for holistic language teaching approaches that integrate emotional and social aspects alongside linguistic elements. Applying these insights in educational settings can enhance Persian language instruction for non-native speakers and promote more effective learning experiences. The results offer important pedagogical implications. First, creating a supportive and emotionally safe learning environment is essential, especially for learners with insecure attachment styles. Second, designing structured self-disclosure activities can gradually encourage deeper personal expression. Third, enhancing WTC through project-based learning, role-plays, and group discussions is crucial. Lastly, providing psychological support for learners with insecure attachment style can help overcome emotional barriers in language learning. Limitations include not considering gender and age differences due to sample imbalance and lack of qualitative follow-up interviews. Future research could explore relationships between communication competence and attachment styles, and investigate anxiety in relation to self-disclosure among L2 learners with different attachment styles. Developing localized assessment tools and specialized teacher training programs are also recommended for future studies. Conflict of Interest The authors would like to decalre that there is no conflict of interest regarding the publication of this paper. Acknowledgment The authors would like to appreciate the participants for their time and effort to participate in this study. | ||
| کلیدواژهها [English] | ||
| Verbal self-disclosure, Attachment style, Willingness to Communicate (WTC), Speaking skill, Persian as a Foreign Language (PFL) | ||
| مراجع | ||
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صفاریه، محدثه، و محمدرضایی، علی (1399). بررسی چالشهای آموزش زبان فارسی در کلاسهای چندفرهنگی. پژوهش در آموزش زبان و ادبیات فارسی، 2 (1)، 43-55.
قادری، مصطفی؛ بلندهمتان، کیوان؛ هواس بیگی، فاطمه و بابکان، سمیرا (1396). تجربه زیسته معلّمان دورة ابتدایی در مورد چالشهای تدریس به زبان فارسی در مناطق دوزبانه. فصلنامه تعلیم و تربیت، 133، 95 - 113.
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