اخبار و اعلانات
آمار
| تعداد نشریات | 20 |
| تعداد شماره‌ها | 360 |
| تعداد مقالات | 2,962 |
| تعداد مشاهده مقاله | 3,779,691 |
| تعداد دریافت فایل اصل مقاله | 2,554,011 |
بررسی چگونگی ارتباط بین تمایل به برقراری ارتباط، خودپنداره، آرمان خود در زبان دوم و اعتبار معلم در میان فراگیران خارجی زبان فارسی در ایران | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 5، دوره 8، شماره 2 - شماره پیاپی 18، مهر 1398، صفحه 51-68 اصل مقاله (534.22 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2019.9593.1409 | ||
| نویسندگان | ||
| محمد امیریوسفی* 1؛ مهری میرخانی2 | ||
| 1استادیار آموزش زبان انگلیسی، دانشگاه اصفهان | ||
| 2مرکز بین المللی آموزش زبان فارسی دانشگاه اصفهان | ||
| تاریخ دریافت: 21 آبان 1397، تاریخ بازنگری: 08 آذر 1397، تاریخ پذیرش: 02 دی 1397 | ||
| چکیده | ||
| اهمیت چشمگیر تمایل به برقراری ارتباط در یادگیری زبان دوم، بسیاری از محققان را بر آن داشته است تا در پی کشف عوامل مؤثر در بالابردن سطح برقراری ارتباط در میان زبانآموزان باشند. این مطالعه به بررسی یک تحقیق تجربی در زمینهی ارتباط بین تمایل به برقراری ارتباط، خود پنداری، آرمان خود در زبان دوم و اعتبار معلم می‌پردازد و همچنین سعی برآن دارد تا تأثیر دو متغیر فردی (خودپنداری و آرمان خود در زبان دوم) و یک متغیر اجتماعی (اعتبار معلم) را بر تمایل به برقراری ارتباط بسنجد. دراین راستا، تعداد 136 نفر از فراگیران خارجی زبان فارسی در این مطالعه مشارکت کردند. این فراگیران با دقت به پرسشنامه‌های تمایل به برقراری ارتباط (Khatib & Nourzadeh, 2014)، خودپنداری (Erten, 2015)، اعتبار معلم (McCroskey & Teven, 1999) و آرمان خود در زبان دوم (Papi, 2010) پاسخ دادند. برای تحلیل داده‌ها، از آمار توصیفی و آزمون‌های همبستگی رگرسیون استفاده شد. نتایج یافتهها نشان داد که اعتبار معلم، خودپنداری و آرمان خود در زبان دوم به‌طور مستقیم به بهبود تمایل به برقراری ارتباط در میان فراگیران زبان فارسی کمک می‌کنند. در پایان، راهکارهایی برای بهبود تمایل به برقراری ارتباط ارائه می‌شود. | ||
| کلیدواژه‌ها | ||
| تمایل به برقراری ارتباط؛ خودپنداری؛ آرمان خود در زبان دوم؛ اعتبار معلم؛ زبانآموزان فارسی | ||
| عنوان مقاله [English] | ||
| Interrelationships between Willingness To Communicate, Self-Concept, Ideal L2 Self, and Teacher Credibility Among Persian Language Learners in Iran | ||
| نویسندگان [English] | ||
| Mohammad Amiryousefi1؛ Mehri Mirkhani2 | ||
| 1Corresponding author, Assistant Professor, Department of English Language Teaching, University of Isfahan, Isfahan, Iran. | ||
| 2Lecturer, Teaching Persian to Speakers of Other Languages, University of Isfahan, Isfahan, Iran. | ||
| چکیده [English] | ||
| Important role of willingness to communicate (WTC) in learning a second language has made scholars to look for the variables that can enhance WTC among language learners. This study was an effort to examine the interrelationships between WTC, self-concept, ideal L2 self, and teacher credibility among Persian learners experimentally. That is, the effects of two personal variables (self-concept, ideal L2 self,) and a social variable (teacher credibility) on WTC were measured. To this end, 136 Persian learners participated in the study. They were asked to complete WTC (Khatib & Nourzadeh, 2014), ideal L2 self (Papi, 2010), self-concept (Erten, 2015), and teacher credibility (McCroskey & Teven, 1999) questionnaires. Descriptive statistics and regression analyses showed that teacher credibility, self-concept, and ideal L2 self could predict the participants’ WTC. Finally, some measures were suggested for the improvement of WTC. Extended Abstract Important role of willingness to communicate (WTC) in learning a second language has made scholars look for the variables that can influence its level among language learners. This study was an effort to examine the interrelationships between WTC, ideal L2 self, self-concept, and teacher credibility among Persian learners. WTC refers to the tendency of language learners to start communication when they are given a choice not to do so. However, language learners are different from one another in terms of WTC; some of them prefer to be silent while others prefer to take part in communicative tasks and activities. MacIntyre et al. (1998), in their exploratory model, argue that WTC is not a constant variable, and its level is influenced by several personal and situational variables. Self-concept (Erten& Burden, 2014) and ideal L2 self (Dörnyei, 2005) are among the motivational variables, which have recently received considerable attention from scholars. Self-concept refers to language learners’ perceptions of their language learning abilities. Ideal L2 self, on the other hand, refers to the goals that language learners want to achieve and the person they want to become by learning L2. It can be argued that if language learners have positive perceptions about their language learning abilities and set higher goals for themselves to achieve by learning L2, their motivation to take part in classroom tasks and activities and hence their level of WTC increase too. Teacher credibility (Trad et al., 2014) is another situational variable, which can influence language learners’ engagement with tasks and activities. Teacher credibility refers to language learners’ perceptions of their teacher’s knowledge and skills, and how well s/he can teach. It can be stated that if language learners have positive beliefs about their teachers’ abilities, their engagement with language learning tasks and activities can increase. However, the interrelationship between language learners’ WTC, self-concept, and ideal L2 self and teacher credibility is yet to be examined, especially in Persian learning contexts. The sample of this study included 136 Persian language learners from different countries such as Germany, Switzerland, Japan, Iraq, Lebanon, and Syria. The participants were asked to respond to self-concept, ideal L2 self, teacher credibility, and WTC scales. Participation in this study was voluntary, and those learners who agreed to participate were instructed how to respond to the questionnaires. Pearson correlation coefficient tests and standard multiple regression were performed to analyze the data. The results revealed that there was a positive correlation between WTC, ideal L2 self, self-concept, and teacher credibility. Additionally, standard multiple regression showed that academic self-concept, ideal L2 self, and teacher credibility could predict the participants’ WTC. The results of the present study can suggest that to increase Persian learners’ WTC, which can significantly contribute to their Persian development, efforts should be made to increase their level of motivational variables such as self-concept and ideal L2 self. If Persian learners consider themselves as successful language learners and have higher goals for their Persian learning, their motivation to take part in classroom activities and to engage with language learning materials and tasks improves and hence their WTC. Moreover, teachers can increase their Persian learners’ WTC by using appropriate interpersonal and teaching behaviors and supporting their students in their language learning process. | ||
| کلیدواژه‌ها [English] | ||
| Willingness to Communicate, Self-concept, Ideal L2 Self, Teacher Credibility, Persian Language Learners | ||
| مراجع | ||
|
صدیقی فر، زهره و خالقی زاده، شراره (1395). جهتگیریهای انگیزشی و پیشرفت تحصیلیِ فارسیآموزان عربی زبان. پژوهشنامهی آموزش زبان فارسی به غیر فارسیزبانان. 5 (2)، صص: 75-93. خالقیزاد، شراره؛ پهلوان نژاد، محمد رضا؛ وکیلی فرد، امیررضا و کامیابی گل، عطیه. (1397). خودآرمان، خود باید، انگیزهی یکپارچه و انگیزههای ابزاری در میان فارسیآموزان غیرایرانی: بررسی موردی زبانآموزان چینی و کرهای. جستارهای زبانی. نریمانی، محمد؛ خشنودنیای چماچائی، هنام؛ زاهد، عادل؛ و ابوالقاسمی، عباس. (1392). نقش درک حمایت معلم در پیشبینی خودکارآمدی تحصیلی دانشآموزان دارای ناتوانی یادگیری. مجلهی ناتوانی یادگیری. دورهی 3 (1)، صص: 110 - 128. References: Amiryousefi, M. (2018). Willingness to communicate, interest, motives to communicate with the instructor, and L2 speaking: a focus on the role of age and gender. Innovation in Learning and Teaching, 12 (3), 221-234. Amiryousefi, M. (2017). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 1-15. Azarnoosh, M. &Birjandi, P. (2012). Junior high school students’ L2 motivational self-system: Any gender differences? World Applied Sciences Journal, 20 (4), 577-84. Bernales, C. (2016). Towards a comprehensive concept of willingness to communicate: Learners' predicted and self-reported participation in the foreign language classroom. System, 56, 1-12. Burgoon, J. K. (1976). The unwillingness‐to‐communicate scale: Development and validation. Communications Monographs, 43 (1), 60-69. Deci, E. L., & Ryan, R. M. (2011). Self-determination theory. In P. A. M. Van Lange, A. W. Kruglanski& E. T. Higgins (Eds.), Handbook of theories of social psychology (Vol. 1, pp. 416–433). Thousand Oaks, CA: Sage. De Fraine, B., Van Damme, J., & Onghena, P. (2007). A longitudinal analysis of gender differences in academic self-concept and language achievement: A multivariate multilevel latent growth approach. Contemporary Educational Psychology, 32(1), 132-150. Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 35-111. Dörnyei, Z. (2005). The psychology of language learner: Individual Differences in second Language acquisition. New York: Routledge. Erten, I.H., & Burden, R. L. (2014). The relationship between academic self-concept, attributions, and L2 achievement, System, 42,391- 401. Erten, I. H. (2015). A validating my self-as-a- learning scale (MALS) in the Turkish context, Novitas-Royal,9 (1), 46-59. Fallah, N. (2014). Willingness to communicate in English, communication Self-Confidence, Motivation, shyness and teacher immediacy among Iranian English –major undergraduates: A structural equation modeling approach. Learning and Individual Differences, 30,140 -147. Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Mass.: Newbury House. Goldberg, M. D. & Cornell, D. (1998). The influence of intrinsic motivational and self-concept on academic achievement in second and third-grade students. Journal for the Education of Gift, 21, 179–205. Kanat- Mutluoğlu, A. (2016). The influence of ideal l2 self, academic self-concept and intercultural communicative competence on willingness to communicate in a foreign language. Eurasian Journal of Applied Linguistics, 2 (2), 27-46. Khajavy, G. H., Ghonsooly, B., HosseiniFatemi, A., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. Tesol Quarterly, 50(1), 154-180. Khaleghizade, S., PahlavanNejad, M., Vakilifard, A., &KamyabiGol, A. (2018).Ideal self, ought-to self, integrative motivation, instrumentality among non-Iranian Persian learners : The case of Chinese and Korean Persian learners. Language Related Research. [ In Persian] Khatib, M., &Nourzadeh, S. (2014). Development and validation of instructional willingness to Communicate questionnaire. Multilingual and Multicultural Development, 36(3), 263-283. Ledbetter, A. M. & Finn, A. N. (2018). Perceived teacher credibility and students’ affect as a function of instructors’ use of PowerPoint and email. Communication Education, 67(1), 31-51. Lisa, &Hsu, L. I. (2014). The relationship between English teacher misbehaviors in the classroom and students’ perception of teacher credibility. The International Journal of English LanguageEducation, 2(2), 11-27. Lohbeck, A., Grube, D., & Moschner, B. (2017). Academic self-concept and causal attributions for success and failure amongst elementary school children. International Journal of Early Years Education, 25 (2), 190-203. Long, M. (1985). Input and Second Language Acquisition Theory. In Gass, S & Madden, C, Input in second language acquisition. Rowley, Mass: Newbury House. Markus, H., & Nurius, P. (1986). Possible selves. American psychologist, 41(9), 954. MacIntyre, P. D., Dörnyei, Z., Clément, 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. 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, Colorado. McCroskey, J. C., &Teven, J. J. (1999). Goodwill: A reexamination of the construct and its measurement. Communication Monographs, 66, 90-103. Mercer, S. (2011). Language learner self-concept: Complexity, continuity and change. System, 39 (3), 335-346. Munezane, Y. (2013). Attitudes, affect and ideal L2 self as predictors of willingness to communicate. EUROSLA Yearbook, 13 (1), 176-198. Narimani, M., KhoshnoodniaChomachaei, B., Zahed, A., &Abolghasemi, A. (2013). The role of perceived teacher support in predicting academic self-efficacy in students with learning disabilities. Journal of Learning Disabilities, 3 (1), 109-127. [ In Persian] Oz, H. (2016). Role of ideal L2 self in predicting willingness to communicate of EFL students. Research Papers as an Additional Language ,163-182. Papi, M. (2010). The L2 motivational self-system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38,467-479. Pawlak, M. & Mystkowska-Wiertelak, A. (2015). Investigating the dynamic of L2 willingness to communicate. System, 50, 1-9. 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. Sedighifard, Z &Khaleghizade, S. (2016). Motivational Orientation and academic achievement in non-Iranian Arabic-speaking learners of Persian. Journal of Teaching Persian to Speakers of Other Languages, 5 (12), 75-94. [ In Persian] Shavelson, R., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46 (3), 407-441. Swain, M. (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. and Madden, C. (Eds.), Input in second language acquisition, pp. 235-256. New York: Newbury House. Thweatt, K. S. & McCroskey, J. C. (1998). The impact of teacher immediacy and misbehaviors on teacher credibility. Communication Education, 47(4), 348-358. Trad, L., Katt, J., & Neville Miller, A. (2014). The effect of face threat mitigation on instructor credibility and student motivation in the absence of instructor nonverbal immediacy. Communication Education, 63(2), 136-148. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes Cambridge, Mass.: Harvard University Press. Won, S., Lee, S., & Bong, A. (2017). Social persuasions by teachers as a source of student self-efficacy: The moderating role of perceived teacher credibility. Psychology in theSchools, 1-16. Yashima, T., Zenuk-Nishide, L., & Shimuzi, K. (2004). The influence of attitudes and effect on Willingness to communicate and second language communication. Language Learning, 54 (1), 119-152. Zarinabadi, N. (2014). Communicating in a second language: Investigating the effect of teacher on learners’ willingness to communicate. System,42, 288-295. Zhang, Q. (2009). Perceived teacher credibility and student learning: Development of a multicultural model. Western Journal of Communication, 73 (3), 326-347. | ||
|
آمار تعداد مشاهده مقاله: 874 تعداد دریافت فایل اصل مقاله: 549 |
||