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 روانشناختی
غلامحسین شاهینی
1
(استادیار بخش زبانهای خارجی و زبانشناسی، دانشگاه شیراز)
فاطمه شاه امیریان
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.
Aggouni, A. (2015). The role of motivation in enhancing learners’ speaking
performance in English classrooms. Unpublished M.A. thesis, University of
Biskra, Algeria.
Arshadi, N., Ahmadi, E., & Etemadi, A. (2010). The effect of the safety climate and
conscientiousness on the safety performance with mediating role of
motivation. Psychological Models and Methods, 2(5), 101-116.
Bailey, K. M., & Savage, L. (1994). New ways in teaching speaking (Eds.).
Alexandria, VA: TESOL.
Behroozi, M., & Amoozegar, A. (2014). Challenges to English Language Teachers of
Secondary Schools in Iran. Procedia - Social and Behavioral Sciences, 136,
203-207.
Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to
language pedagogy (4th ed.). White Plains, NY: Pearson Education.
Brumfit, C. (1984). Communicative methodology in language teaching: The roles of
fluency and accuracy. Cambridge, UK: Cambridge University Press.
Chastain, K. (1988). Developing second-language skills: Theory and practice (3rd ed.).
Orlando: Harcourt Brace Jovanovich.
Clement, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and
group cohesion in the foreign language classroom. Language Learning,
44(3), 417-448.
Council of Europe. (2001). Common European framework of references for languages:
Learning, teaching, assessment. Cambridge, UK: Cambridge University
Press.
Deci, E. L. (1975). Intrinsic motivation. New York: Plenum Press.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The
Modern Language Journal, 78(3), 273-284.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge,
UK: Cambridge University Press.
Dorshomal, N., Gorjian, B., & Pazhakh, A. (2013). The role of pedagogical films in
developing Iranian pre-intermediate EFL learners’ speaking skill: The case of
motivation. International Journal of Language Learning and Applied
Linguistics World, 4(4), 254-268.
Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford: Oxford
University Press.
Gao, X., & Lamb, T. (2011).Exploring links between identity, motivation and
autonomy. In G. Murray, X. Gao, & T. Lamb (Eds.), Identity, motivation and
autonomy in language learning (pp. 1-8). Bristol: Multilingual Matters.
Gardner, R. C. (1985). Social psychology and second language learning: The role of
attitudes and motivation. London, UK: Edward Arnold.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language
learning. Rowley, MA: Newbury House Publishers.
Gardner, R. C., & MacIntyre, P. D. (1993). A student’s contributions to second
language learning. Part II: Affective variables. Language Teaching, 26, 1-11.
Ghanea, M., Zeraat Pisheh, H. R., & Ghanea, M. H. (2011). The relationship between
learners’ motivation (integrative and instrumental) and English proficiency
among Iranian EFL learners. World Academy of Science, Engineering, and
Technology, 59, 458-464.
Goldberg, E.,& Noels K. A. (2006). Motivation, ethnic identity, and post-secondary
education language choices of graduates of intensive French language
programs. Canadian Modern Language Review, 62(3), 423-447.
Gorges, J., Kandler, Ch., & Bohner, G. (2012). Internalization at home: Using learning
motivation to predict students’ attitudes toward teaching in a foreign
language. International Journal of Educational Research, 53, 107-116.
Harmer, J. (2015). The practice of English language teaching (5th ed.). Harlow, UK:
Pearson Longman.
Hudson, G. (2000). Essential introductory linguistics. Malden, MA: Blackwell
Publishers.
Istanto, J. W. (2009). The use of films as an innovative way to enhance language
learning and cultural understanding. Electronic Journal of Foreign Language
Teaching, 6(1), 278–290.
Jannati, M., & Marzban, A. (2014). The relationship between Iranian EFL learners’
motivation and their English proficiency level. Journal of Studies in Learning
and Teaching English, 2(6), 65-79.
Khoiriyah, S. L. (2016). The correlation among attitude, motivation and
speaking achievement of college students across personality factors.
OKARA Jurnal Bahasa Dan Sastra, 10(1), 78-92.
Khosravi, S., Rezaee, M. J., Sheikh Ahmadi, S. A., & Agajanzade, M. (2015). The
effect of motivation on young Kurdish learner on the learning English
speaking as second language in Iran. International Journal of Language
Learning and Applied Linguistics World, 9(3), 142-155.
Liu, X. (2010). Arousing the college students’ motivation in speaking English through
role-play. International Education Studies, 3(1), 136-144.
Mallik, S. (2017). Motivation as a promoting determinant in second and foreign
language classroom: A review. European Journal of Foreign Language
Teaching, 2(1), 90-101.
Marzban, H., & Sadighi, F. (2013). A study of the impact of motivation and attitude on
speaking in academic contexts: A case of Iranian EFL university students.
International Journal of Language Learning and Applied Linguistics World,
3(4), 154-177.
Moltafet, Gh., Azarbon, B. (2015). The prediction of life satisfaction based on
family communication patterns mediated by religious motivation.
Psychological Models and Methods, 6(20), 17-36.
Nation, I. S. P. (1989). Improving speaking fluency, System, 17(3), 377-384.
Noels, K. A. (2001). Learning Spanish as a second language: learners’ orientations and
perceptions of their teachers’ communication style. Language Learning,
51(1), 107-144.
Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning.
Procedia- Social and Behavioral Sciences. 29, 994-1000.
Pahlavannejad, M. R., & Nejatiyan Bostani, H. (2013). The role of EFL teachers in
increasing high school students’ motivation in classroom. International
Journal of Education and Research, 1(10), 1-8.
Rahimi, M., & Hosseini Karkami, F. (2015). The role of teachers’ classroom discipline
in their teaching effectiveness and students’ language learning motivation and
achievement: A path method. Iranian Journal of Language Teaching
Research, 3(1), 57-82.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language
teaching (3rd ed.). Cambridge, UK: Cambridge University Press.
Ryan, R. M. & Connell, J. P. (1989). Perceived locus of causality and internalization:
Examining reasons for acting in two domains. Journal of Personality and
Social Psychology,57(5), 749-761.
Salehi, H., & Yunus, M. M. (2012). The washback effect of the Iranian universities
entrance exam: Teachers’ insights. GEMA Online Journal of Language
Studies, 12(2), 609-628. Retrieved August 12, 2016, from https://www.researchgate.net/publication/286484868_The_Washback_Effect_Of_The_Iranian_Universities_Entrance_Exam_Teachers’_Insights.
Saunders, W. M., & O’Brien, G. (2006). Oral language. In F. Genesee, K. Lindholm-
Leary, W.M. Saunders, & D. Christian (Eds.), Educating English language
learners: A synthesis of research evidence (pp. 14-63). Cambridge, UK:
Cambridge University Press.
Scarcella, R. C., & Oxford, R. L. (1992). The tapestry of language learning: The
individual in the communicative classroom. Boston, MA: Heinle and Heinle
Publishers.
Schmidt, R. (1992). Psychological mechanisms underlying second language fluency.
Studies in Second Language Acquisition, 14, 357-385.
Spawa, C. M. C., & Hassan, F. (2013). “I doesn’t know English”: Beliefs and practices
in the teaching of speaking in ESL classroom. Social Sciences and Humanities,
21 (2), 449-460. Retrieved September 10, 2016, from http://www.pertanika.upm.edu.my/Pertanika%20PAPERS/JSSH%20Vol.%2021%20 (2)%20Jun.%202013%20(View%20Full%20Journal).pdf.
Takase, A. (2007). Japanese high school students’ motivation for extensive L2 reading.
Reading in a Foreign Language, 19(1), 1-18.
Ur, P. (2012). A course in English language teaching (2nd ed.). Cambridge, UK:
Cambridge University Press.
Vaezi, Z. (2008). Language learning motivation among Iranian undergraduate students.
World Applied Sciences Journal, 5(1), 54-61.
Vatankhah, M., Samani, S. (2016). Mediating role of achievement motivation for
perfectionism and achievement goal in professional athletics. Psychological
Models and Methods, 7(24). 103-126.
Yousofi, N., & Naderifarjad, Z. (2015). The relationship between motivation and
pronunciation: A case of Iranian EFL learners. Journal of Applied Linguistics
and Language Research, 2(4), 249-262.
Zaremba, A. J. (2006). Speaking professionally. Canada: Thompson South-Western.
_||_