فصلنامه علمی

نوع مقاله: مقاله پژوهشی

نویسندگان

گروه زبانهای خارجی- دانشگاه علم و صنعت ایران،تهران،ایران

چکیده

این مطالعه به  بررسی رابطه بین سیستم خودهای انگیزشی زبان دوم[1, 2] (the L2 Motivational Self System) )، اضطراب زبان دوم و رفتار واکنشیمی پردازد. 1309 دانش آموز ایرانی مشغول به تحصیل در دوره­ها­­­­­­­­­­ی راهنمایی و دبیرستان سراسر کشور با پر نمودن یک پرسشنامه با روایی و پایایی قابل قبول، در این مطالعه شرکت نمودند. بر اساس مستنداتی از مطالعات انگیزشی زبان دوم، روانشناسی انگیزشی و تحقیقات مربوط به اضطراب زبان دوم، مدلی جهت آزمودن با استفاده از مدل­یابی­ معادلات ساختاری (structural equation modeling) ارایه شد. داده­ها­ی جمع آوری شده به نرم­افزارهای تحلیل آماری وارد و مدل ارایه شده تائید شد: هفت مسیر از کل ده مسیر فرض شده معنی­دار بودند. نتایج این مطالعه نشان می دهد که خود- آرمان زبان دوم (the ideal L2 self) به طرز معنی­داری در تجربه یادگیری زبان دوم(L2 learning experience) و تلاش آماج (motivated behavior) زبان آموزان، تأثیرگذار بوده و رابطه معنی­دار و منفی با اضطراب زبان دوم(L2 anxiety) آنها دارد؛ تجربه یادگیری زبان دوم  بیش از دیگر متغیرها تلاش آماج آنان را افزایش می­دهد؛ و خود - باید زبان دوم (the ought-to L2 self) به طرز معنی­داری منجر به افزایش اضطراب زبان دوم می­شود. بر اساس نتایج به دست آمده چندین استنباط عملی به همراه پیشنهاداتی برای مطالعات آینده ارایه شده است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

L2 Motivational Self System, L2 Anxiety, and Motivated Behavior: A Structural Equation Modeling Approach

نویسندگان [English]

  • E. Abdollahzadeh
  • M. Papi

Department of Foreign Languages - Iran University of Science and Technology, Tehran, Iran

چکیده [English]

The present study seeks to investigate the relationship between the L2 motivational self system, second language learning anxiety, and motivated behavior. 1309 junior high school and high school students from all over Iran completed a questionnaire which demonstrated acceptable reliability and validity. Drawing on evidence from L2 motivation research, studies in motivational psychology, and research on L2 anxiety, a model was proposed to be tested via structural equation modeling. The data was submitted to statistical analysis software programs and the proposed model was confirmed: seven out of ten hypothesized paths were significant. The results of the study show that learners’ ideal L2 self significantly contributes to their English learning experience and intended effort, and has a significant but negative relationship with their English anxiety. L2 learning experience most strongly amplifies intended effort; and the ought-to L2 self, as a less internalized future self-guide, significantly leads to the increase of anxiety. Not surprisingly, the ought-to L2 self was observed to significantly contribute to intended effort as well. Based on the results, several practical suggestions along with suggestions for future research have been presented.

کلیدواژه‌ها [English]

  • Self - the ideal of the second language
  • self - should be the second language
  • the anxiety of the second language
  • the goal of the goal
  • the system of motivating self-language of the second language

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