انواع نیروهای انگیزشی و نقش آنها در ایجاد روانی در تکلم به زبان انگلیسی به عنوان زبان خارجی
محورهای موضوعی : روش ها و مدل های روانشناختیغلامحسین شاهینی 1 , فاطمه شاه امیریان 2
1 - استادیار بخش زبانهای خارجی و زبانشناسی، دانشگاه شیراز
2 - دانشجوی کارشناسی ارشد آموزش زبان انگلیسی، دانشگاه شیراز
کلید واژه: انگیزه, انگلیسی به عنوان زبان خارجی, مهارت های زبان, تکلم,
چکیده مقاله :
با توجه به نقش روانی در تکلم، مطالعه ی کیفی حاضر با استفاده از مصاحبه ی باز به بررسی نقش انگیزه و انواع نیروهای انگیزشی در بهبود روانی در تکلم به زبان انگلیسی پرداخته است. بدین منظور 17 نفر (7زن و 10مرد) از افرادی که زبان انگلیسی را بسیار روان صحبت می کردند و این روانی در تکلم را در محیطی خارج از کشورهای انگلیسی زبان مانند ایران بدست آورده بودند، به صورت هدف مند برای مصاحبه برگزیده شدند. شرکت کنندگان شامل 11 زبان آموز از دانشگاه شیراز و دانشگاه آزاد اسلامی شیراز و 6 نفر از مدرسان موسسات زبان انگلیسی در شیراز بودند. پس از ضبط صوتی مصاحبه ها و پیاده نمودن آنها، داده ها مورد تجزیه و تحلیل قرار گرفتند. بر اساس نتایج، انگیزه عامل اصلی روانی در تکلم بود که موجب ایجاد اشتیاق و پشتکار در سخن گویان گردید. یافته ها حاکی از آن بود که هرچند سخن گویان از انگیزه ی درونی و بیرونی برخوردار بودند اما انگیزه ی درونی نقش مهم تری در روانی در تکلم از خود نشان داد. همچنین سخن گویان از سویی از انگیزه های درونی دانش ، دستاورد و تحریک برخوردار بوده و از سوی دیگر از انگیزه های خارجی تنظیم بیرونی، تنظیم مقررات مداخله ای و تنظیم مشخص شده بهره جستند. بر خلاف انگیزه‌ی یک پارچه، انگیزه ی ابزاری هیچ نقشی در پیشبرد روانی در تکلم این افراد ایفا ننمود. به علاوه، تمام سخن گویان روانی در تکلم خود را به منظور اهداف فردی بهبود بخشیدند تا اهداف جمعی.
This paper aimed at identifying the contribution of motivation and the types of motivational forces in improving English language speaking fluency. To this end, the most fluent EFL speakers (17 students and teachers) who had picked up fluency in their own country were purposefully selected to be interviewed. The results showed that without motivation, fluency in speaking was not attainable and it was motivation that resulted in enthusiasm and perseverance in gaining fluency. Moreover, the findings revealed that although the participants possessed both intrinsic and extrinsic motivation, intrinsic motivation played a more significant role in enhancing speaking fluency. Besides, the participants enjoyed all types of intrinsic motivation, that is, IM- Knowledge, IMA-Accomplishment, and IM-Stimulation. In addition, the participants benefitted from all categories of extrinsic motivation, that is, external, interjected, and identified regulation. However, unlike integrative motivation, instrumental motivation fulfilled no role in promoting speaking fluency. The findings indicated as well that since all participants improved their fluency to meet their personal goals, they were individually-oriented rather than socially-oriented. Finally, it was concluded that in order for language learners to be able to achieve fluency in L2, they must be motivated first and the types of motivational forces they are provided with should be of concern.
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