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بررسی تاثیر جنسیت بر نگرش دانشآموزان ترکی زبان شهرستان مرند به زبان فارسی | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 11، دوره 8، شماره 2 - شماره پیاپی 18، مهر 1398، صفحه 195-213 اصل مقاله (789.74 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2019.9056.1386 | ||
| نویسندگان | ||
| اسماعیل صفائی اصل* 1؛ محمدرضا طوسی نصرآبادی2؛ سید محمد رضی نژاد3 | ||
| 1نویسنده ی مسئول، دکتری زبانشناسی همگانی، دانشگاه علامه طباطبائی(ره) | ||
| 2دکتری زبانشناسی همگانی، مدرس مدعو گروه زبانشناسی، دانشگاه آزاد اسلامی واحد اردبیل | ||
| 3استادیار گروه آموزش زبان انگلیسی، دانشگاه محقق اردبیلی | ||
| تاریخ دریافت: 24 تیر 1397، تاریخ بازنگری: 30 بهمن 1397، تاریخ پذیرش: 14 اسفند 1397 | ||
| چکیده | ||
| مقالهی حاضر به بررسی تأثیر متغیر جنسیت بر نگرش دانشآموزان ترکیزبان شهرستان مرند به زبان فارسی میپردازد. نگرش مجموعهای از باورهاست که زبانآموز نسبت به اعضای جامعه زبانی مقصد و هم چنین در مورد فرهنگ خود داراست.جامعهی آماری در این پژوهش، 400 نفر از دانشآموزان مقطع متوسطه در سال تحصیلی 94-93 در مرند میباشد. روش نمونهگیری در این پژوهش، تصادفی ساده است. در پژوهش حاضر، اطلاعات با استفاده از روش پرسشنامه که از دو قسمت تشکیل شده است، جمعآوری شد. به منظور حصول اطمینان از پایایی پرسشنامه، از میان روشهای رایج برای جمعآوری دادهها، از روش انطباق و اصلاح شیوههای موجود استفاده شد. برای آزمون فرضیهی پژوهش از آمار استنباطی شامل آزمون آماری T مستقل برای دو گروه جنسی دختر و پسر استفاده شد.در مقالهی حاضر مشخص گردید که بین دو گروه جنسیتی در نگرش نسبت به بهکارگیری زبان فارسی تفاوت معنیداری وجود دارد. دانشآموزان دختر در مقایسه با دانشآموزان پسر دارای نگرش مثبتی نسبت به موضوع مطرح شده هستند؛ اما پسران در مقایسه با دختران نگرش مثبتی را دارا نیستند. در زمینهی تأثیر نگرش دو گروه جنسی بر استفاده از زبان فارسی چنین استنباط شد که نگرش مثبت دختران باعث میشود آنها در اغلب موقعیتها از زبان فارسی استفاده کنند؛ در حالیکه دانشآموزان پسر در موقعیتهای مشابه ترجیح میدهند از زبان مادری خود، یعنی ترکی آذری، بهره ببرند. | ||
| کلیدواژهها | ||
| جنسیت؛ نگرش؛ زبان دوم؛ دو زبانه؛ زبان ترکی آذری | ||
| عنوان مقاله [English] | ||
| Studying the Effect of Gender on Azeri-Speaking Students' Attitudes toward Persian Language in Marand | ||
| نویسندگان [English] | ||
| Esmaeil SafaeiAsl1؛ Mohammadreza TusiNasrabadi2؛ Seyyed Mohammad Razinejad3 | ||
| 1Corresponding Author, PhD Graduate in General Linguistics, Allameh Tabatabai University, Tehran, Iran. | ||
| 2PhD Graduate in General Linguistics, Visiting Professor, Department of Linguistics, Ardabil Branch of Islamic Azad University, Ardabil, Iran. | ||
| 3Assistant Professor, Department of English Language Teaching, Mohaghegh Ardabili University, Ardabil, Iran. | ||
| چکیده [English] | ||
| The present study examined the effect of gender on Azeri-speaking students’ attitudes toward Persian language in Marand, East Azerbaijan, Iran. Attitude is a set of beliefs that learners have about the members of the target language community as well as about their culture. The statistical population in this study included 400 high school students in Marand during the academic year of 2014-2015. Simple random sampling method was used. In the present study, data were collected using a two-part questionnaire. To ensure the reliability of the questionnaire, among common methods for data collection, adaptation and modification of existing methods were used. To test the research hypothesis, inferential statistics including independent samples t-tests were used. In the present article, it was revealed that there is a significant difference between the two groups in attitudes toward using Persian language. Female students had more positive attitudes towards the subject compared to boys. Regarding the effect of the attitudes of the two gender groups on the use of Persian language, it was concluded that girls’ positive attitudes makes them use Persian in most situations; while male students, prefer to use their mother tongue, i.e. Azeri Turkish, in similar situations. Extended Abstract Persian language is widely used by all Iranians within the multilingual Iran. It should be noted that Persian is utilized by some speakers as their mother tongue and by some others as their second language. Being the sole official language and the language of instruction in Iran, Persian is used for all the official and educational purposes in the country. However, at least on the basis of our observations in our study area, Persian is not the only language used for instructional goals at bilingual schools in the country. It is observed that non-Persian-speaking students in bilingual areas including East Azerbaijan province tend to make use of their mother tongue besides Persian for their educational goals. Regarding Persian language use, bilingual students seem to show different behaviors. Some prefer to speak Persian in almost all settings including school, particularly with their teachers while some others show little or even no inclination to use Persian. Such reactions to using the second language are rooted in various factors such as attitudes, motivations, anxiety, and gender. Among the leading factors affecting second language use, attitude and gender have been surveyed in this research. Specifically speaking, the present paper has strived to study the Azeri-speaking students’ gender-based attitudes toward using Persian language. Brown (1981) states that attitudes are a set of beliefs that learners have about the members of the target language community (for example, whether they are honest, boring, interesting or not) and also about their culture. Fossold (1986: 93) holds that attitude is mainly based on a subjectivist view, and that attitude consists of three elements of cognition, emotion, and practice. In the present study, data were collected using a two-part questionnaire. To ensure the reliability of the questionnaire, among the common methods for data collection, adaptation and modification of existing methods was used. To this end, the attitude statements in the questionnaire in Hakuta and Dandrea (1992) and the Berni (1998) were first translated into Persian and then modified according to the purpose of the present research. The questionnaire included in the dissertation (SotoudehNama, 2001) was also used to make changes. The questionnaire used in this article consisted of two parts: background questions for gender, place of study, age, educational background sentences, including 39 items on a five-point Likert scale to measure subjects' attitudes toward using the Persian language. The expressions in the questionnaire itself consisted of three parts. The first part consisted of 13 phrases that assessed the students' perception of using the Persian language. The second part, with 13 phrases, assessed the behavior (choice between Persian and Turkish languages) of the subjects regarding the use of Persian language. The last 13 sentences measured the subjects' perception of their use of the Persian language. Subjects chose one of the five options “strongly agree, agree, I have no idea, disagree, and strongly disagree”. The overall score was calculated for each subject, i.e., sum of the scores given that, wherever the answer was in agreement with the subject, a score of 5 would be given for completely agreed, and in cases where it was against the attitude, the score of 5 would be given to I totally disagreed, and I totally agree with Score 1. In order to present the questionnaires to the students, researchers went to all schools in person. Before completing the questionnaires, the students were briefed on the research objectives and how to complete the questionnaire. Subjects were given adequate time to answer questions. All 400 questionnaires were completed by 400 subjects and then were collected and analyzed by gender of the subjects for data analysis. SPSS software was used for data analysis and calculation accuracy. First, descriptive statistics including tables and statistical indices were given, then in the second part, in order to test the research hypotheses, inferential statistics including independent samples t-tests were used for both genders. Also, chi-square test was used to assess the effect of the attitude of two groups on using Persian language in different situations. In the present article, it was revealed that there is a significant difference between the two groups in attitudes toward using Persian language. Female students had a positive attitude towards the subject compared to boys. Regarding the effect of the attitude of the two gender groups on the use of Persian language, it was concluded that girls’ positive attitudes makes them use Persian in most situations; while male students prefer to use their mother tongue, i.e. Azeri Turkish, in similar situations. | ||
| کلیدواژهها [English] | ||
| gender, attitude, second language, bilingual, Azeri language | ||
| مراجع | ||
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بشیرنژاد، حسن. (1379). بررسی کاربرد و جایگاه زبان فارسی و مازندرانی در میان دانشآموزان و معلمان دورهی متوسطهی شهرستان آمل. پایاننامهی کارشناسی ارشد زبانشناسی همگانی، دانشگاه علامه طباطبایی، تهران، ایران. داوری اردکانی، نگار. (1383). برنامه ریزی زبان و هوشیاری زبانی ایرانیان. رسالهی دکتری زبانشناسی همگانی، دانشگاه تهران، تهران، ایران. غنیزاده، افسانه، مریخی سالانقوچ، معصومه و جاهدی زاده، صفورا(1396). تأثیر بازخوردهای اصلاحی بر مهارتهای خواندن، اضطراب و نگرش فارسیآموزان غیرایرانی: رویکرد تلفیقی، پژوهشنامهی آموزش زبان فارسی به غیرفارسی زبانان، 6 (2)، صص: 63-81. همتی، فاطمه و شریفی، مریم. (1396). فراتحلیل مطالعات مربوط به تأثیر جنسیت در یادگیری زبان انگلیسی . دو فصلنامهی راهبردهای شناختی در یادگیری، 5 (9)، صص: 61-81. References: Bashirnejad, H. (2000). Study of the use and position of Farsi and Mazandaran languages among middle and upper secondary school teachers in Amol city. M.A thesis of General Linguistics, Tehran: Allameh Tabatabayi University. Birni, M. F. (1998). Language attitudes and language preference: A study of Bavarian business people’s attitudes toward America and British English. MA Thesis, University of Survey. Available at www. Survey.ac.uk/ALRG/Dissertation. Birsktedt, J. (2001). Language awareness and language attitudes in the context of Canadaian English, University of Helsinki. Boyle, J. P. ( 1989). Sex differences in listening vocabulary. Language Learning, 37 (2), 273 – 83. Brown, D. ( 1973). Affective variables in second Language acquision. Language Learning, 23 (2), 231– 44. Davari Ardakani, N. (2004). Language planning and language alertness of Iranians, PhD thesis of Linguistics, Tehran: Tehran University. Fasold, R. (1986). The sociolinguistics of society. Cambridge: Basil Blackwell. Jahani, C .(2005). Language attitudes and language use among Iranian immigrants in Sweden,Uppsala University. Hemmati, F. & Sharifi, M. (2017). Bivariate comparison of gender and English language learning: A meta-analysis of the empirical literature. Cognitive Strategies in Learning, 9 (5), 61-81. Gardner – Chloros, P. ( 1991). Language selection and switching in Strasbourg. Oxford: Clarendon Press. Gardner. R. C. (1997). Individual difference and second Language learning. In Tucker and Corson (eds.), Encyclopaedia of language and education, Vol 4, Second Language Education. Kluwer academic publishers. Ghanizadeh, A, Merrikhi salangouch, M, Jahedizadeh, S. (2018). The effect of corrective feedback on Farsi learners' reading comprehension, anxiety, and attitudes towards language learning: A mixed- methods approach, Journal of Teaching Persian to Speakers of Other Languages, 6 (14), 63-81. Hakuta, K. & Dandrea, D. (1992). Some properties of bilingual maintenance and loss in Mexican background high school students. Applied Linguistics, 13 (1), 72- 99. Kasper, G. & Rose, K. R. ( 2002). Individual differences in L2 pragmaticdevelopment. Language learning, 273-303. Seliger, H. W. & Shohamy, E. (1989). Second language research methods. Oxford University Press. Sotoudeh Nama, E. (2001). Motivation, attitude, and English language learning: A case of Iranian undergraduate English major students. PH.D Disertation, Allameh Tabataba’i University, Tehran. | ||
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