نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه آموزش زبان انگلیسی، واحد تهران شرق، دانشگاه آزاد اسلامی، تهران، ایران
2 دانشجوی کارشناسی ارشد؛ گروه آموزش زبان انگلیسی، واحد تهران غرب، دانشگاه آزاد اسلامی، تهران، ایران
چکیده
زبانآموزان موفقیتشان را وامدار عوامل گوناگونی هستند که ممکن است به تفاوتهای فردی منجر شود. در میان این عوامل مؤثر، انگیزش و باور زبانآموزان به عنوان دو ویژگی متمایز در این پژوهش مورد بررسی قرار گرفتهاست. به این منظور،۱۲۰ زبانآموز انگلیسی سطح متوسط با ردة سنی 15 تا30 سال که در مؤسسههای مختلف زبان انگلیسی در تهران آموزش میدیدند، در این پژوهش شرکت کردند. از آنها درخواست شد تا پرسشنامة انگیزش (دورنیه و تگوچی، ۲۰۰۹) و فهرستِ باورها دربارة زبانآموزی (هورویتز، ۱۹۸۸) را تکمیل کنند. نتایج تحلیل رگراسیون نشان داد که رابطة معناداری بین انگیزش، باور زبانآموزان و نمرههای درک مطلب آنها وجود دارد. یافتهها همچنین نشان داد که ۴۲ درصد خطا در نمرههای درک مطلب آنها، با استفاده از انگیزش آنها پیشبینی شد و ۲۷ درصد تنوع در نمرههای آنها با باورهای آنها به یادگیری زبان انگلیسی قابل پیشبینی بود. در حقیقت، انگیزش و باورهای زبانآموزان دو پیشبینیکنندة مهمِ نمرههای درک مطلب شرکتکنندهها بودند. این یافتهها نشان داد که انگیزش و باورهای زبانآموزان میتوانند تا اندازهای برای پیشبینی نمرههای درک مطلب زبانآموزان به کار گرفته شود. کاربردهای پژوهش و پیشنهادهایی برای تحقیقات آینده نیز مورد تأکید قرار گرفت.
کلیدواژهها
- Abidin, M. J. Z., Pour-Mohammadi, M., & Alzwari, H. (2012). EFL students’ attitudes towards learning English language: The case of Libyan secondary school students. Asian social science, 8(2), 119-134. https://doi.org/10.5539/ass.v8n2p119
- Abisamra, N. S. (2000). The relationship between emotional intelligence and academic achievement in eleventh graders. Research in Education, 200, 620-661. http://www.nadasisland.com › research-intell2
- Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher: Issues and strategies for second language classroom. Cambridge University Press.
- Al-Magid, A., & Al-Mamun, M. (2009). The effect of teachers' attitudes on the effective implementation of the communicative approach in ESL classrooms. Pretoria. http://hdl.handle.net/10500/1747
- Bernaus, M., Masgoret, A. M., Gardner, R. C., & Reyes, E. (2004). Motivation and attitudes towards learning languages in multicultural classrooms. International Journal of Multilingualism, 1(2), 75-89. https://doi.org/10.1080/14790710408668180
- Brackett, M. A., & Salovey, P. (2006). Measuring emotional intelligence with the Mayer- Salovey-Caruso emotional intelligence test (MSCEIT). Psicothema, 18(1), 34-41. https://www.redalyc.org/articulo.oa?id=72709505.
- Brown, H. D. (1994). Principles of language learning and teaching. Prentice Hall.
- Cheng, H. F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1(1), 153-174. https://doi.org/10.2167/illt048.0
- Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools, 42(2), 197-205. https://doi.org/10.1002/pits.20048
- Csiz´er, K., & Kormos, J. (2009). Learning experiences, selves and motivated learning behavior: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 98-117). Multilingual Matters. https://doi.org/10.21832/9781847691293-006
- Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284. http://www.jstor.org/stable/330107
- Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
- Dörnyei, Z., & Csizer, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2(3), 203-229. https://doi.org/10.1191/136216898668159830
- Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). Routledge Publications.
- Fairchild, A. J., Horst, S. J., Finney, S. J., & Barron, K. E. (2005). Evaluating existing and new validity evidence for the academic motivation scale. Contemporary Educational Psychology, 30(3), 331-358. https://doi.org/10.1016/j.cedpsych.2004.11.001
- Feng, R., & Chen, H. (2009). An analysis on the importance of motivation and strategy in post-graduates English acquisition. English Language Teaching, 2(3), 93-97. https://doi.org/10.5539/ELT.V2N3P93
- Gardner, H. (1985). Frame of mind: The theory of multiple intelligences. Basic Books.
- Ghenghesh, P. (2010). The motivation of L2 learners: Does it decrease with age? English Language Teaching, 3(1), 128-141. https://doi.org/10.5539/ELT.V3N1P128
- Gonzales, R. (2010). Motivational orientation in foreign language learning: The case of Filipino foreign language learners. TESOL Journal, 3(1), 3-28. https://doi.org/10.2139/ssrn.2746312
- Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The modern language journal, 72(3), 283-294. https://doi.org/10.1111/j.1540-4781.1988.tb04190.x
- Jafari, S. M., & Shokrpour, N. (2012). EAP students, reading motivation of English academic expository texts: A mixed methods design. International Journal of Linguistics, 4(4), 372- 392. https://doi.org/10.5296/IJL.V4I4.2459
- Kara, A. (2009). The effect of a ‘learning theories’ unit on students’ attitudes towards learning. Australian Journal of Teacher Education, 34(3), 100-113. https://doi.org/10.14221/ajte.2009v34n3.5
- Kintsch, W., & Rawson, K. A. (2005). Rereading effects depend on time of test. Journal of Educational Pychology, 97(1), 70-80. https://doi.org/10.1037/0022-0663.97.1.70
- Liando, N. V. F., Moni, K. B., & Baldauf, R. B. (2005). Student motivation in learning English as a foreign language in an Indonesian context. In J. Yamanashi & I. Milojevic (Eds.), Researching identity, diversity and education (pp. 168-179). Post Pressed.
- Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Arens, A. K. (2019). The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of Educational Psychology, 111(2), 331-353. https://doi.org/10.1037/edu0000281
- Mayer J. D., Salovey, P., & Caruso, D. (2004). Emotional intelligence: Theory, findings and implications. Psychological Inquiry, 15(3), 197-215. https://doi.org/10.1207/s15327965pli1503_02
- McGrew, K. S., & Wendling, B. J. (2010). Cattell-Horn-Carroll cognitive-achievement relations: What we have learned from the past 20 years of research. Psychology in Schools, 47(7), 651-675. https://doi.org/10.1002/pits.20497
- Pishghadam, R. (2009). A quantitative analysis of the relationship between emotional intelligence and foreign language learning. Electronic Journal of Foreign Language Teaching, 6(1), 31-41. http://e-flt.nus.edu.sg/
- Plonsky, L., & Ghanbar, H. (2018). Multiple regression in L2 research: A methodological synthesis and guide to interpreting R2 values. The Modern Language Journal, 102(4), 713-731. https://doi.org/10.1111/modl.12509
- Shang, H. F. (2010). Reading strategy use, self-efficacy and EFL reading comprehension. The Asian EFL Journal Quarterly, 12(2), 18-42. https://www.asian-efl-journal.com/main-editions-new/reading-strategy-use-self-efficacy-and-efl-reading-comprehension/
- Simin, S., & Ketabi, S. (2009). Investigating Persian EFL teachers and learners’ attitudes towards humor in class. International Journal of Language Studies, 3(4), 435-452.
- Steinmayr, R., Weidinger, A. F., & Wigfield, A. (2018). Does students’ grit predict their school achievement above and beyond their personality, motivation, and engagement? Contemporary Educational Psychology, 53, 106-122. https://doi.org/10.1016/j.cedpsych.2018.02.004
- Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Association for Supervision and Curriculum Development.