بررسی نگرش زبان آموزان ایرانی زن و مرد نسبت به گونه های بومی و غیر بومی زبان انگلیسی

Subject Areas : آموزش زبان انگلیسی

هدی طالبی حبیب آبادی ¹ ( Department of Foreign Languages, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran )
Laya Heidary Darani ² ( Department of English, Falavarjan Branch, Islamic Azad University, Isfahan, Iran )

Received: 2016-10-17 Accepted : 2016-10-17 Published : 2015-11-22

Keywords: جنسیت, انگلیسی استاندارد, انگلیسی های دنیا, گونه های زبان انگلیسی, نگرش نسبت به یادگیری زبان,

Abstract :

در این مقاله به بررسی این مسئله می پردازیم که آیا زبان آموزان ایرانی از گونه های مختلف زبان انگلیسی که در سراسر جهان صحبت می شوند آگاه بوده و به گونه خاصی از آن تمایل دارند یا خیر. همچنین به بررسی نگرش زبان آموزان ایرانی به گونه های بومی و غیر بومی زبان انگلیسی می پردازیم. بعلاوه تلاش می کنیم دریابیم که آیا این نگرش جنسیت محور هست یا خیر. بدین منظور 30 زبان آموز دختر و پسر با سطح  متوسط زبان انگلیسی که سن آنها بین 22 تا 30 سال می باشد به عنوان نمونه انتخاب شدند و به سه پرسشنامه پاسخ دادند. سپس اطلاعات جمع آوری شده از طریق تحلیل واریانس یک طرفه با اندازه گیری های مکرر (one-way repeated measures ANOVA)، آزمون LSD post-hoc فیشر و آزمون t مستقل مورد ارزیابی قرار گرفت. نتیجه اصلی حاصل از این پژوهش این بود که زبان آموزان ایرانی دیگر به وجود یک گونه واحد از زبان انگلیسی اعتقاد نداشته و به تدریج به « انگلیسی های دنیا » معتقد شده اند. در حقیقت آنها از یک گونه انگلیسی کامل و واحد چشم پوشی کرده و برای برقراری ارتباط با دیگر افراد در سراسر جهان گونه های دیگری از انگلیسی را نیز می پذیرند. بعلاوه با وجود اینکه شرکت کنندگان در این پژوهش گونه های غیر بومی زبان انگلیسی را پذیرفته اند، گرایش داشتن آنها به گونه های آمریکایی و بریتانیایی نشان می دهد که آنها به یادگیری زبان نگرشی مثبت دارند

References:

Ajzen I. (2005). Attitude, personality and behavior. New York: Open University Press.

Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.

Berns, M. (2006). World Englishes and communicative competence. In B. B. Kachru, Y. Kachru, & C. L. Nelson (Eds.), The handbook of world Englishes (pp. 718-730). Oxford: Blackwell.

Bhatt, R. M. (2001). World Englishes. Annual Reviews, 30, 527-550.

Bolton, K. (2004). World Englishes. In A. Davis, & C. Elder (Eds.). The handbook of applied linguistics (pp.367-396). Oxford: Blackwell.

Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Education.

Clark, A. & Trafford, J. (1995). Boys into modern languages: an investigation of the discrepancy in attitudes and performance between boys and girls in modern languages. Gender and Education, 7(3), 315–325.

Crookes, G., & Schmidt, R. (1991). Motivation: reopening the research agenda. Language Learning, 41, 469-512.

Davis, A. (2004). The native speaker in applied linguistics. In A. Davis, & C. Elder (Eds.), The handbook of applied linguistics (pp.431-450). Oxford: Blackwell.

Dörnyei, Z. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). London: Routledge.

Dörnyei, Z. (1994). Motivation and motivating in the foreign classroom. Modern Language Journal, 78, 273-284.

Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23,421-462.

Ellis, R. (1994). The study of second language acquisitions. Oxford: OUP.

Erling, E. J. (2004). Globalization, English and the German university classroom: A sociolinguistic profile of students of English at the Freie Universitat Berlin. Unpublished PhD thesis, The University of Edinburgh.

Fakeye D. (2010). Students’ Personal Variables as Correlates of Academic Achievement in English as a Second Language in Nigeria. Journal of Social Sciences. 22(3): 205-211.

Flaitz, J.（1988）. The ideology of English : French perceptions of English as a world language. Berlin : Mouton de Gruyter. 

Gagnon, M. (1974). Quelques facteurs determinant l’attitude vis-à-vis l’anglais, language second. In R. Darnell (Eds.). Linguistic diversity in Canadian society (Vol. II). Edmonton: Linguistic Research Inc.

Gibb, M. (1999). A comparative study of attitudes towards varieties of English held by professionals and tertiary level students in Korea. The Korea TESOL Journal, 2 (1), 31-42. Online at <http://www.kotesol.org/?q=KTJ>

Gardner, R. C., & Lambert W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.   

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.

Han, S.-H. (2005). Kukjaeŏrosŏe yŏngŏ kyoyukgwa talinŭrosŏe yŏngŏ kyosa [Teaching English as an international language and English teacher as Dharma]. English Language Teaching, 17 (2), 225-244.

Jenkins, J. (2003). World Englishes: A resource book for students. New York, NY: Routledge.

Jordan, D. (1941). The attitude of central schools pupils to certain school subjects, and the correlation between attitude and attainment. British Journal of Educational Psychology, 11, 28-44.

Kachru, B. B. (1992). Teaching world Englishes. In B. B. Kachru (Ed.), The other tongue: English across cultures (pp. 355-365). Urbana: University of Illinois Press.

Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the Outer Circle. In R. Quirk, & H. Kachru, B. B., & Nelson, C. L. (1996). World Englishes (pp.71-102). Cambridge: Cambridge University Press.

Kachru, B. B. (Ed.) (1982). The oher tongue: English across cultures. Urbana, IL: University of Illinois Press.

Kang, A. (2004). Exploring the possibilities of nonnative English teacher in EIL perspective. English Teaching, 59 (1), 207-233.

Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences, 7, 73-87.

Kim, J.-K. (2007). Yŏngŏ andoenŭn Yŏngŏ kyosa kyodan mossŏnda [Korean teachers of English should be qualified to teach spoken English]. The Hankook Ilbo, 3 November. Online <http://news.hankooki.com/lpage/society/200611/h2006110317353022020.htm>.

Kim, Y-S. (2003). Korean adults' attitudes towards varieties of English. Unpublished master thesis. University of Edinburgh.

Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. TESL-EJ,12 (2).

Krashen, S. (1997). Foreign language education: The easy way. Calver City, CA: Language Education Associates.

Lambert, W. E., Hudgson, R. C., Gardner, R. C. and Fillenbaum, S. (1960). Evaluation reactions to spoken language. Journal of Abnormal and Social Psychology, 60(1), 44-51.

Masgoret, A. M., & R. C. Gardner. (2003). Attitudes, motivation and second language learning: A meta-analysis of studies conducted by Gardner and Associates. Language Learning, 53, 123-163.

Matsuura, H., Chiba, R., & Yamamoto, A. (1994) Japanese college students' attitudes towards nonnative varieties of English. In D. Graddol and J. Swann (Eds.) Evaluating language (pp.52-61). Clevedon: BAAL/Multilingual Matters.

Mckay, S. L. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford: Oxford University Press.

McKenzie, R. M. (2006). A quantitative study of the attitudes of Japanese learners towards varieties of English speech: Aspects of the sociolinguistics of English in Japan. Unpublished PhD thesis, The University of Edinburgh.

Nikolove,. (2001). Intrinsic motivation in Saudi learners of English as a foreign language. The Open Applied Linguistics Journal, 2, 1-10.

Nunan D. 2000. Language teaching methodology (2nd impression). Harlow: Pearson Education Ltd.

Oxford, R.L & Shearin, J. (1994), Language learning motivation: expanding the theoretical framework. The Modern Language Journal, 12.

Peny, F. R. (2005). Research in applied linguistics: Becoming a discerning consumer. New Jersey: Lawrence Erlbaum Associates Publishers.

Robert C. Powell & Julia D. Batters (1985). Pupils' perceptions of foreign language learning at 12+: Some gender differences. Educational Studies, 11 (1):11-23.

Shim, R. J. 2002. Changing attitudes towards TEWOL in Korea. Journal of Asian Pacific Communication, 12 (1), 143-158.

Sung, H. & Padilla, A. M. (1998). Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools. The Modern Language Journal, 82(2): 205-216. DOI: 10.1111/j.1540-4781.1998.tb01193.x.

Timmis, I. (2007). The attitudes of language learners towards target varieties of the language. In  B. Tomlinson (Ed.), Language Acquisition and Development (pp.122-139).

UCLES (2001). University of Cambridge Local Examinations Syndicate.

Wenden A. (1991). Learner strategies for learner autonomy. London: Prentice Hall.

Widdowson, H. D. (2003). Defining issues in English language teaching. Oxford: Oxford University Press.

Zainol Abidin M.J, Pour-Mohammadi M, Alzwari H. (2012). EFL students’ attitudes towards learning English language: The Case of Libyan secondary school students. Asian Social Science. 8(2): 119-134.