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Ideal L2 Self, Ought-to L2 Self, and EFL Learners’ L2 Functional Use | ||
Journal of Language Horizons | ||
مقاله 7، دوره 3، شماره 2 - شماره پیاپی 6، مهر 2019، صفحه 147-164 اصل مقاله (1.13 M) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2020.28265.1188 | ||
نویسندگان | ||
Reza Bagheri Nevisi* 1؛ Maryam Afsooshin2 | ||
1Assistant Professor, Department of English Language and Literature, Faculty of Humanities, University of Qom, Qom, Iran | ||
2MA, Department of English Language and Literature, Faculty of Humanities, University of Qom, Qom, Iran; | ||
چکیده | ||
Despite the well-established importance and effectiveness of pragmatic instruction in expediting ESL and EFL learners’ pragmatic development as frequently corroborated by many scholars, the cognitive and psychological dimensions of learners in pragmatic learning and the way those might impact their pragmatic learning has so far received insufficient attention. Therefore, the present study has made every possible effort to delve into the possible impact of ideal L2 self, and ought-to L2 self on EFL Learners’ L2 functional use. Fifty-two Iranian English students took part in this research project. First, the two questionnaires (i.e. ideal L2 self and ought-to L2 self) adopted from Dörnyei and Taguchi (2010) were distributed among the participants. Moreover, the participants went through a six-week instructional period and received pragmatic instruction at the end of their regular class hour for thirty minutes. Finally, all the participants were required to complete two discourse completion tests containing eight scenarios borrowed from both Schauer’s (2009), and Jalilifar’s (2009) as pretest and posttest. This would enable the researchers to assess the participants’ pre- and post-instructional pragmatic knowledge. Descriptive statistics and independent samples t-tests were run to analyze the data. The findings indicate that high ideal L2 self group significantly outperformed the high ought-to L2 self group with regard to their pragmatic performances on discourse completion tests. The study further implies that factors such as the individuals’ ideal L2 self can be regarded as determining and pivotal when it comes to the amount of learning that takes place in learners with either high ideal L2 self or those with high ought-to L2 self. | ||
کلیدواژهها | ||
EFL learners؛ Ideal L2 self؛ L2 functional use؛ Ought-to L2 self؛ Pragmatic instruction | ||
عنوان مقاله [English] | ||
تجسم خودِ ایدهآل، خود-بایدهای یادگیری زبان دوم و کاربرد نقش های زبانی در فراگیران زبان انگلیسی بهعنوان زبان خارجی | ||
نویسندگان [English] | ||
رضا باقری نویسی1؛ مریم افسوشین2 | ||
1استادیار گروه زبان و ادبیات انگلیسی، دانشکده علوم انسانی، دانشگاه قم، قم، ایران | ||
2کارشناسی ارشد گروه زبان و ادبیات انگلیسی، دانشکده علوم انسانی، دانشگاه قم، قم، ایران | ||
چکیده [English] | ||
علیرغم تاکید بسیاری از پژوهشگران بر اهمیت و اثربخشی آموزش منظورشناسی در سرعت بخشیدن به توسعۀ کاربرد زبان در فراگیران زبان انگلیسی بهعنوان زبان دوم و زبان بیگانه، ابعاد شناختی و روانشناختی یادگیری منظورشناسی و چگونگی تأثیر آن بر یادگیری کاربرد زبان تاکنون مورد توجه کافی قرار نگرفته است. بنابراین، در مطالعۀ حاضر تلاش شده است تأثیر احتمالی تجسم خودِ ایدهآل و خود-بایدهای زبان دوم بر کاربرد نقش های زبانی بیگانه بررسی شود. به این منظور 52 فراگیر ایرانیِ زبان انگلیسی در این تحقیق شرکت کردند و در گام نخست، به دو پرسشنامۀ اقتباسی از دورنیِی و تاگوچی (2010) درمورد تجسم خودِ ایدهآل و خود-بایدهای یادگیری زبان دوم پاسخ دادند. همچنین، شرکتکنندگان به مدت شش هفته در 30 دقیقۀ پایانیِ کلاس خود، آموزش منظورشناسی دریافت کردند. همۀ شرکتکنندگان در پیشآزمون و پسآزمونِ هشت سناریوییِ شووِر (2009) و جلیلیفر (2009) شرکت کردند. با این کار پژوهشگران توانستند دانش منظورشناسی زبانآموزان را قبل و بعد از دریافت آموزش منظورشناسی مورد ارزیابی قرار دهند. بهمنظور تحلیل دادهها از آمار توصیفی و آزمون تیِ نمونههای مستقل استفاده شد. نتایج نشان داد پس از آموزش منظورشناسی، عملکرد گروه زبانآموزانی که تجسم خودِ ایدهآل بالاتری داشتند، در انجام آزمونهای منظورشناختی، بهتر از گروهی بود که خود-بایدهای بالاتری داشتند. یافتههای این مطالعه همچنین حاکی از آن است که عواملی مانند تجسم خودِ ایدهآل نقشی تعیینکننده و محوری در میزان یادگیریِ فراگیرانی دارد که دارای تجسم خودِ ایدهآل یا خود-بایدهای یادگیری زبان دوم بالا هستند. | ||
کلیدواژهها [English] | ||
فراگیران زبان بیگانه, تجسم خودِ ایدهآل زبان دوم, کاربرد نقش های زبان دوم, خود-بایدهای یادگیری زبان دوم, آموزش منظورشناسی | ||
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