Identity Construction of Iranian EFL Teachers: A Case Study
الموضوعات : نشریه زبان و ترجمه
Hamid Reza Niknaghsh
1
,
Mohammad Reza khodareza
2
1 - English Department, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
2 - English Department, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
الکلمات المفتاحية: EFL Context, Teacher Education, individual differences, Identity Construction,
ملخص المقالة :
Considering the importance of identity construction in learning situations, the current study aimed at exploring how language teachers in Iranian EFL context construct their language identity in their learning situation. It also focused on finding whether gender could have significant role in the identity construction for language teachers. For this purpose, six EFL teachers at an English language institute, both male and female were invited to take part in the study. The researcher asked the participants to fill out Berzonsky’s (2010) identity construction questionnaire in order to descriptively analyze their answers. This questionnaire had 40 questions in a Likert-scale format. Analysis of the data showed that the participants had almost high perception for the informational style and commitment sections of the questionnaire but had an average perception for normative and diffuse-avoidant styles. The result of second research question showed that there was only a statistically significant difference between the male and female participants in their “informational style” components.
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