كليدواژه :
انگيزش , خودپنداره ها , خود آرماني , خود بايدي , تجربيات يادگيري
چكيده فارسي :
نظام خودهاي انگيزشي زبان دوم جديدترين مدل انگيزشي ارائه شده در حوزه زبان دوم است. يكي از مفاهيم بنيادين در اين نظام به ظرفيت انگيزشي موجود در خودپنداره هاي شخص از خودش در جريان يادگيري يك زبان جديد اشاره ميكند. به منظور واكاوي اين ظرفيت انگيزشي، پژوهش حاضر به بررسي انگيزش گروهي از فارسي آموزان سطح مقدماتي و مياني در آغاز ترم تحصيلي (پيش از انجام تكاليف انگيزشي) و پايان ترم (پس از انجام تكاليف انگيزشي)، بر اساس پيشينه ي زباني و جنسيت آنان مي پردازد. بدين منظور 96 نفر از فارسي آموزان چيني و عرب زبان در ابتدا و انتهاي ترم به پرسشنامه ي نظام خودهاي انگيزشي زبان دوم پاسخ دادند. نتايج تحقيق نشان داد در هر مرحله از جمع آوري داده ها مؤلفه هاي موجود در اين نظام (خودهاي آرماني، بايدي و تجربيات يادگيري) بازنمودهاي متفاوتي داشتند. به علاوه، نتايج آزمون تي به ترتيب حاكي از وجود و عدم وجود تفاوت هاي معنادار بين نمرات فارسي آموزان در برخي از اين مؤلفه ها در سطوح مقدماتي و مياني بود. بخش ديگري از يافته هاي پژوهش حاضر بر وجود تفاوت هاي معنادار در خود بايدي فراگيران مرد و زن در هر دو مرحله پيش و پس آزمون صحه گذاشت. در پايان نتايج، تلويحات و پيشنهاداتي براي تحقيقات بيشتر ارائه گرديد.
چكيده لاتين :
Language learning is essentially a learner oriented procedure. As a result, learner
variables and their individual differences play a significant role in learning a
Second Language (L2). There are various learner variables which enhance the
process of L2 learning. It goes without saying that motivation receives a high
ranking among these contributing factors. L2 learners must be highly motivated
to function successfully in their L2 learning. Throughout history, different
models were put forward to explain the nature of an individual’s motivation for
learning an L2. L2 Motivational Self System (L2MSS) is the latest motivational
model proposed in the area of L2 learning (Dörnyei, 2009). One of the basic
concepts of this model is the motivational capacity of learners’ self-concepts in
the context of learning a new language. In L2MSS it is believed that the necessary
motivation for learning a language is driven from the learners’ impetus to lessen
the perceived discrepancy between his/her actual self and future L2 self. This
model consists of three components, namely the ideal L2 self, the ought-to L2
self, and L2 learning experience self. The ideal L2 self is related to the specific
aspects of one’s ideal self which represents one’s ambitions, hopes, and desires.
On the other hand, the ought-to L2 self concerns those characteristics one ought
to possess in order to avoid possible negative consequences, including one’s
requirements, responsibilities, and expectations. While these two selves are
considered general motivational constructs, the third component of the model,
i.e. L2 learning experience, is concerned with situated motives essential to the
immediate learning environment. Research on this model has shown that, among
its constituents, L2 learning experience has had the most significant correlation
with instructed L2 motivation. Present study was carried out to support the empirical findings on this model and further extend its validity to the realm of second languages other than English. Most of the previous research in this area has been undertaken among the learners with varied First Languages (L1) who are learning English all around the world. However, little has been done to validate this model based on the data obtained in learning a different L2 like Persian. Therefore, this study aimed at filling this research gap. In fact, it tried to examine the L2 motivation of a group of Persian learners at the onset (before performing motivational tasks) and the end of the course (after performing motivational tasks) with regard to their gender and language background. To this end, a group of 96 Arab and Chinese Persian learners were surveyed using L2MSS questionnaire. Each group was composed of 48 students (24 male and 24 female students). They were at elementary and intermediate levels of Persian proficiency (12 students at each level). These participants were chosen from a number of academic institutes which teach Persian specifically to foreign students. There were other students with diverse L1s whose data was put aside to cater for the specific variables of the study. All the data collection processes were carried out during participants’ regular English classes. The results of t-tests revealed different manifestations of L2MSS components in each cycle of data collection. Pretest scores, for example, showed significant differences among learners’ ideal L2 self and L2 learning experience at elementary level. However, no such differences were found among learners’ ought-to L2 self at either elementary level or among all these selves at intermediate level. This finding can be attributed to the fact that the more students proceed through the process of learning a new language the more stable concepts of selves are developed which are less liable to motivational fluctuations. Other findings revealed significant differences among male and female learners’ ought-to L2 self in pretest and posttest. All these differences were found at elementary level in which male participants reported higher ought-to scores in both phases of data collection. However, the same differences were not found among other components of L2MSS at both levels of language learning with regard to learners’ gender. All in all, it can be concluded that the two variables of this study, namely language background and gender, had different influences on different components of L2MSS. While learners’ language background affected their scores on ideal L2 self and L2 learning experience and not ought-to L2 self, the opposite scenario was observed for their gender. Finally, some implications and suggestions were driven from the findings of this
