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نقش درک میان فرهنگی و نگرش به مدرس در اضطراب یادگیری فارسیآموزان | ||
پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
مقاله 3، دوره 4، شماره 1 - شماره پیاپی 9، فروردین 1394، صفحه 28-3 اصل مقاله (854.04 K) | ||
نوع مقاله: مقاله پژوهشی | ||
نویسنده | ||
اعظم کریمی* | ||
مدیران پژوهش نامه درگذشت جانکاه اندیشمند گرامی و نویسنده ارجمند این مقاله را به جامعهی دانشگاهی و بازماندگان محترم ایشان تسلیت عرض مینماید. | ||
تاریخ دریافت: 19 بهمن 1393، تاریخ بازنگری: 01 خرداد 1394، تاریخ پذیرش: 24 تیر 1394 | ||
چکیده | ||
درک فارسیآموزان غیرایرانی از مسائل اجتماعی-فرهنگی ایران، تفاوتهای فرهنگی میان زبانآموزان و مدرسان در مراکز آموزش زبان فارسی و همچنین، مسائل عاطفی و نوع نگرش این زبانآموزان نسبت به مدرسان، میتوانند تأثیرات متفاوتی بر میزان اضطراب آنها در زمان یادگیری زبان فارسی داشته باشند. در همین راستا، پژوهش حاضر، علاوه بر بررسی رابطهی میان سه مقولهی «اضطراب یادگیری»، «نگرش» فارسیآموزان نسبت به ویژگیهای شخصیتی مدرسان، و سطوح «درک میانفرهنگیِ» آنها، به پیشبینی میزان اضطراب، نگرش، و درک میانفرهنگیشان میپردازد. همچنین، تفاوت میان این زبانآموزان در زمینهی سه متغیرِ «درک میان فرهنگی»، «نگرش به مدرسان»، و تجربهی «اضطراب یادگیری»، با توجه به سطوح متفاوت بسندگی زبانی و تفاوتهای ملّیتی مورد بررسی قرار میگیرد. به همین منظور، در پاییز سال 1388، 68 فارسیآموز دختر و پسر سطح مبتدی (مقدماتی) و میانی در دانشگاه بینالمللی امام خمینی(ره) مورد پژوهش قرار گرفتند. طبق نتایج به دست آمده، میان نگرش فارسیآموزان، درک میانفرهنگی و اضطراب یادگیریشان رابطهی معنیدار و قابل توجهی وجود دارد. از طرفی، متغیر «نگرش»، درصد خوبی از واریانسِ مربوط به اضطراب یادگیری را پیشبینی میکند. همچنین، طبق نتایج، فارسیآموزان سطح مبتدی میزان بالاتری از اضطراب را تجربه میکردند، اما ویژگیهای شخصیتی بهتری را به مدرسان ایرانی خود نسبت میدادند. علاوه بر این، تفاوتهای آماری معنیداری میان سه گروه از فارسیآموزان اروپایی، آسیایی عرب و آسیایی غیرعرب در رابطه با متغیرهای نگرش، و درک میانفرهنگی به دست آمد. | ||
کلیدواژهها | ||
اضطراب یادگیری؛ نگرش به مدرس؛ ویژگی شخصیتی؛ درک/حساسیتِ میان فرهنگی | ||
عنوان مقاله [English] | ||
The Impact of Cross-cultural Sensitivity and Attitudes towards Teachers on Reducing Persian Learners’ Foreign Language Anxiety | ||
نویسندگان [English] | ||
Azam Karimi | ||
چکیده [English] | ||
The non-Persian learners’ appreciation of the social-cultural issues in Iran, cultural differences between learners and their teachers, and their attitudes towards teachers may have various impacts on learners’ anxiety in Persian classrooms. The present research aims to explore the relationships among learners’ anxiety in learning Persian, their attitudes towards teachers’ personality, and cross-cultural sensitivity levels. In addition, it examines to what extent these factors can predict the learning in Persian learners. Moreover, the study will investigate the differences between learners in three variables with regard to proficiency level and nationality. A total number of 68 international students (including both genders) at basic and intermediate levels were recruited in Fall 2009. The results showed that there was significant and considerable relationship among Persian learners’ level of anxiety, cross-cultural sensitivity and their attitudes towards teachers. Furthermore, ‘attitude’ could significantly predict the variance of ‘anxiety’. Moreover, while experiencing more anxiety, the learners at the basic level attributed more personality attitudes to their teachers. Significant differences were also found between the European, Arab, and non-Arab Asian learners with respect to attitude and cross-cultural sensitivity. | ||
کلیدواژهها [English] | ||
L2 anxiety, attitudes towards L2 teachers, personality features, cross cultural sensitivity | ||
مراجع | ||
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