پديد آورندگان :
فرشبافيان، احمد دانشگاه تبريز - گروه زبان و ادبيات فارسي , صفائي اصل، اسماعيل دانشگاه علامه طباطبائي , قاسم زاده عليشاهي، ابوالفضل دانشگاه شهيد مدني، آذربايجان - گروه علوم تربيتي و مشاوره , آرام، يوسف دانشگاه بوعلي سينا - دانشكده علوم انساني - گروه زبانشناسي
كليدواژه :
انگيزش , شدت انگيزشي , اشتياق , جهت گيري يكپارچه , جهت گيري ابزاري , زبان فارسي
چكيده فارسي :
به باور برخي صاحبنظران، بسياري از عوامل دخيل در فرايند يادگيري زبان دوم به واسطه ي عامل عاطفي «انگيزش» نقش خود را ايفا مي كنند. بر اين اساس، آگاهي از انگيزش زبان آموزان مي تواند به برنامه ريزان آموزش زبان دوم كمك كند تا در جهت افزايش كيفيت آموزش زبان دوم و ديگر جنبه هاي آن گام هاي مؤثرتري بردارند. در پژوهش حاضر، تلاش شده است ميزان انگيزش و جهت گيري دانشجويان تركي زبانِ رشته ي زبان و ادبيات فارسي دانشگاه آنكارا در يادگيري زبان فارسي مورد بررسي قرار گيرد. نمونه ي تحقيق شامل 80 دانشجوي دوره ي كارشناسي رشته ي زبان و ادبيات فارسي دانشگاه آنكارا بود. به منظور گردآوري اطلاعات مورد نياز براي تجزيه و تحليل، پرسشنامه اي متشكل از آزمونهاي «نگرش نسبت به يادگيري زبان»، «شدت انگيزشي»، «اشتياق» و «جهت گيري»كه همگي برگرفته از پرسشنامه ي «نگرش/انگيزش» گاردنر (Gardner, 1985b)» بود، بين آزمودني ها توزيع شد. اطلاعات به دست آمده با استفاده از شاخص هاي آمار توصيفي تجزيه و تحليل شد. نتايج حاكي از وجود نگرش مثبت بالاتر از ميانگين (نمره ي 36 از 40)، شدت انگيزشي بالاتر از ميانگين (نمره ي 22 از 24)، و اشتياق بسيار بالاي (نمره ي 19.25 از 21) آزمودني ها بود. مجموع اين سه نمره نشانگر بالا بودن ميزان انگيزش (نمره ي آزمودني هاي پسر 75.20 از 85 و نمره ي آزمودنيهاي دختر 79.30 از 85) آزمودن يها در يادگيري زبان فارسي بود. در زمين هي جهت گيري آزمودني ها هم، اين نتيجه به دست آمد كه %77.5 آزمودني ها (%83 دختر و %72 پسر) داراي جهت گيري يكپارچه و بقيه ي آزمودني ها، يعني %22.5 آنها (%17 دختر و %28 پسر)، داراي جهت گيري ابزاري در يادگيري زبان فارسي بودند.
چكيده لاتين :
Motivation is one of the most important factors which plays a key role in the process of
second language learning. According to some scholars, many of the factors involved in
the mentioned process play their parts via the emotional factor of ‘motivation’. It is
noteworthy that ‘motivation’ is not a simple construct. In his ‘socio-educational model
of second language acquisition’, Gardner (1985a) argues that motivation involves the
following four aspects: a goal, effortless behavior, a desire to attain the goal, and
favorable attitudes toward the activity in question. Gardner (ibid.) has grouped these four
aspects into two conceptually distinct categories: (1) the goal and (2) the other three
aspects. This grouping is based on the belief that although the goal is a stimulus giving
rise to motivation, individual differences in motivation itself are reflected in the other
three aspects, i.e. effort expended to achieve the goal, desire to achieve the goal, and
attitudes toward the activity involved in achieving the goal. Accordingly, with regard to
second language learning, it can be argued that motivation is a combination of effort,
desire to learn the second language, and favorable attitudes toward learning the second
language. According to Gardner (ibid.), in assessing motivation to learn a language, the
three aspects listed above are reflected in the measures motivational intensity, desire to
learn the language, and attitudes toward learning the language, respectively. The distinct aspect, i.e. the goal, is reflected in the individual’s orientation to language study .
Drawing on Gardner’s (1985a) theory, the present research strived to explore the motivation level and the orientations of Turkish-speaking students of Persian language and literature at Ankara University. The research sample included 80 BA students of Persian language and literature at Ankara University. In order to gather the data needed for analysis, a questionnaire taken from Gardner’s (1985b) attitude/motivation questionnaire was distributed among the subjects. The questionnaire contained tests of ‘attitudes toward language learning’, ‘motivational intensity’, ‘desire’, and ‘orientations’. The first three tests listed above were designed to measure the subjects’ motivation level. The attitude scale contained 8 statements (4 positive and 4 negative statements). These statements appeared on a Likert scale which had five alternatives. The motivational intensity scale contained 8 three-choice statements and measured the amount of effort which the language learners expended on learning Persian language. The highest mark for each statement was 3 and the lowest mark was 1. Hence, the highest mark for the motivational intensity was 24. The desire scale had 7 three-choice statements which measured the subjects’ desire to learn Persian language. The highest mark for each statement was 3 and the lowest mark was 1. Hence, the highest mark for the desire was 21. Finally, the orientation scale contained only 1 four-choice statement. Two choices measured instrumental orientation and the other two choices measured integrative orientation. To calculate the reliability of the three motivation scales and the orientation scale for Persian language learning, the internal consistency method was utilized (Cronbach's alpha test). The Cronbach’s alpha reliability coefficients were above 0.70 for all the scales, indicating that the scales were reliable.
The results showed above the mean positive attitudes (36 out of 40), above the mean motivational intensity (22 out of 24), and a very strong desire (19.25 out of 21) for learning Persian among the subjects. The sum of the three scores(male subjects= 75.20 out of 85, female subjects= 79.30 out of 85) indicated the subjects’ high level of motivation for learning Persian. In terms of the subjects’ orientation or motivation type, it turned out that 77.5% of the subjects (females= 83%, males= 72%) possessed an integrative orientation and the rest of the subjects, i.e. 22.5% (females= 17%, males= 28%) had an instrumental orientation toward learning Persian language. In this research, the subjects who had very high motivations and adopted integrative orientation toward learning Persian language often sought information about the Persian-speaking community and its cultural values, expanded their communication through interaction with the community, and got closer to that community. This could be a very good ground to promote Persian language in Turkey. Indeed, the deep religious, cultural, and literary links between the two countries of Iran and Turkey on the one hand and the emotional readiness of the Turkish-speaking learners of Persian on the other hand provide a suitable platform for the better promotion of the Persian language and culture among Turkish-speaking learners of Persian in Turkey.
