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Rahmani, Masoomeh, Bagherkazemi, Marzieh, Ameri, Alireza. (1402). Developmental L2 Learning Epistemology: Its Construct and Relationship with General Epistemological Beliefs. جلوه هنر, 7(3), 35-62. doi: 10.22051/lghor.2022.39368.1636
Masoomeh Rahmani; Marzieh Bagherkazemi; Alireza Ameri. "Developmental L2 Learning Epistemology: Its Construct and Relationship with General Epistemological Beliefs". جلوه هنر, 7, 3, 1402, 35-62. doi: 10.22051/lghor.2022.39368.1636
Rahmani, Masoomeh, Bagherkazemi, Marzieh, Ameri, Alireza. (1402). 'Developmental L2 Learning Epistemology: Its Construct and Relationship with General Epistemological Beliefs', جلوه هنر, 7(3), pp. 35-62. doi: 10.22051/lghor.2022.39368.1636
Rahmani, Masoomeh, Bagherkazemi, Marzieh, Ameri, Alireza. Developmental L2 Learning Epistemology: Its Construct and Relationship with General Epistemological Beliefs. جلوه هنر, 1402; 7(3): 35-62. doi: 10.22051/lghor.2022.39368.1636

Developmental L2 Learning Epistemology: Its Construct and Relationship with General Epistemological Beliefs

Journal of Language Horizons
مقاله 2، دوره 7، شماره 3 - شماره پیاپی 17، اسفند 2023، صفحه 35-62    اصل مقاله (432.37 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2022.39368.1636
نویسندگان
Masoomeh Rahmani1؛ Marzieh Bagherkazemi* 2؛ Alireza Ameri3
1English Language Teaching Department, Islamic Azad University (South Tehran Branch), Tehran, Iran
2English Language Teaching Department, Islamic Azad University (South Tehran Branch), Tehran, Iran;
3English Language Teaching Department, Islamic Azad University (South Tehran Branch): Tehran, Iran.
چکیده
There is ample research evidence for the significance of language learners’ beliefs for the process and outcome of L2 learning; however, the construct of developmental L2 learning epistemological beliefs (EBs), constituting beliefs about the certainty, simplicity, source, and justification of L2 knowledge, is extremely under-researched. The present study involved (a) the construction and validation of an L2 learning-specific developmental epistemology inventory (LDEI), and (b) the investigation of the relationship between language learners’ L2 learning-specific and general EBs. Capitalizing on 17 interview-housed themes and their developmental patterns across maximally variant samples in an earlier qualitative study, 68 belief statements (four on each theme, representing the four EBs’ developmental stages of absolute knowing (AK), transitional knowing (TK), independent knowing (IK), and contextual knowing (CK)) were worded and piloted. A higher-order factor analysis and the Schmid-Leiman solution (SLS) on data obtained from a widely variant sample of 571 L2 learners showed LDEI’s construct validity. Analyses unearthed (a) eight primary factors designating AK TK, IK, and CK’s items related to the nature of L2 knowledge and the nature of L2 knowing, and (b) four second-order components each representing one of the four developmental stages. Finally, LDEI scores of 123 of the 571 participants in the piloting phase were shown to be significantly, but only moderately, correlated with their scores on a general EBs questionnaire, showing the two constructs’ relative distinctiveness. Implications are discussed in light of existing models of epistemology and second language acquisition theories.
کلیدواژه‌ها
absolute knowing؛ contextual knowing؛ developmental epistemology inventory (LDEI)؛  independent knowing؛ L2 learning transitional knowing
عنوان مقاله [English]
معرفت شناسی تکاملی فراگیری زبان دوم با تمرکز بر ساختار عاملی و رابطه آن با عقاید معرفت شناسی عمومی
نویسندگان [English]
معصومه رحمانی1؛ مرضیه باقرکاظمی2؛ علیرضا عامری3
1دانشجوی دکتری رشته آموزش زبان انگلیسی، دانشگاه آزاد اسلامی (واحد تهران جنوب)
2استادیار رشته آموزش زبان انگلیسی، دانشگاه آزاد اسلامی (واحد تهران جنوب)
3استادیار رشته آموزش زبان انگلیسی، دانشگاه آزاد اسلامی (واحد تهران جنوب).
چکیده [English]
شواهد پژوهشی بر اهمیت عقاید زبان آموزان در فرآیند و بازده فراگیری دلالت دارد. با این حال، پژوهش پیرامون عقاید معرفت شناختی تکاملی مختص فراگیری زبان دوم، که دربرگیرنده عقاید مرتبط با ثبات، سادگی، منبع و توجیه دانش زبان دوم است، بسیار محدود است. مطالعه حاضربا دو هدف ساخت و رواسازی پرسشنامه معرفت شناسی تکاملی مختص فراگیری زبان دوم و بررسی ارتباط عقاید معرفت شناختی عمومی و مختص فراگیری زبان دوم طراحی گردید. 68 عقیده-گویه پیرامون 17 مضمون مستخرج از مصاحبه با زبان آموزان با ویژگی های متفاوت در یک مطالعه ی کیفی اولیه (4 عقیده-گویه تکاملی شامل 4 نقطه دانایی مطلق، موقت، مستقل، و بافتارمند، در ارتباط با هر یک از مضامین) طرح و مورد مطالعه آزمایشی قرار گرفت. تحلیل عاملی دوسطحی و راه حل اشمید-لیمن روی داده های بدست آمده از 571 زبان آموز روایی سازه ای پرسشنامه را نشان داد. تحلیل به استخراج 8 عامل اولیه شامل عقیده-گویه های مرتبط با دانش و دانستن زبان دوم درهر یک از 4 نقطه تکاملی مذکور، و 4 عامل ثانویه شامل عقیده گویه های مرتبط با 4 نقطه تکاملی منجر شد. در نهایت، تحلیل آماری، ارتباط معنادار، اما نه قوی، میان عقاید معرفت شناختی عمومی و معرفت شناسی مختص فراگیری زبان دوم (مبتنی بر پرسشنامه رواسازی شده در این مطالعه) بر اساس داده های بدست آمده از 127 زبان آموز را نشان داد. یافته ها در ارتباط با الگوهای موجود معرفت شناسی  و نظریه های فراگیری زبان دوم مورد مباحثه قرار می گیرد.
کلیدواژه‌ها [English]
دانش مطلق, شناخت زمینه‌ای, پرسشنامه معرفت‌شناسی رشدی (LDEI), دانستن مستقل, یادگیری انتقالی L2
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