بررسی ادراک زبان آموزان با مهارت های زبانی بالا و پایین از راهبرد های انگیزش دهی مدرسان زبان انگلیسی
Subject Areas : آموزش زبان انگلیسینسرین یوسفی 1 , مرجان وثوقی 2 , مینو عالمی 3
1 - English Department, Tehran West branch, Islamic Azad University, Tehran, Iran
2 - English Department, Sabzevar Branch, Islamic Azad University, Sabzevar, Iran
3 - English Department, Tehran West branch, Islamic Azad University, Tehran, Iran
Keywords: ادراک, انگیزه درونی, انگیزه بیرونی, زبان آموزان با مهارت زبانی بالا و پایین, راهبرد های ایجاد انگیزه,
Abstract :
راهبرد های ایجاد انگیزه از سوی مدرسان غالبا در کلاس های درس زبان انگلیسی به عنوان زبان خارجی مکررا استفاده می شود، لیکن درک زبان آموزان از آن راهبرد ها به اندازه کافی مورد بررسی قرار نگرفته است. همچنین، مطالعات کافی در باره تفاوت ها و شباهت های بین زبان آموزان با مهارت های گوناگون در این باره کمتر مورد توجه قرار گرفته است. در این راستا، در تحقیق حاضر، این موضوع بر روی دو گروه از زبان آموزان با دو رده مهارت زبانی پایین و بالا مورد توجه قرار گرفت. از دو گروه زبان آموز با مهارت زبانی پایین(50 نفر) و بالا (50 نفر) در این مطالعه اطلاعات جمع آوری گردید. در ابتدا، با استناد به نظرات استخراج شده از محققان و صاحبنظران موجود و ادبیات تحقیق یک پرسشنامه با مقیاس لیکرت تهیه شد که در آن با استفاده از گویه های ایجاد انگیزه توسط معلمان زبان انگلیسی از مطالعه الشهری سوالاتی برگرفته و به پرسشنامه افزوده شد. این پرسشنامه سپس در میان زبان آموزان با رده های مهارتی متفاوت (بالا و پایین) که در سه آموزشگاه زبان مختلف در تهران به تحصیل مشغول بودند اجرا شد. برای بررسی تفاوت های بین دو گروه زبان آموز از آزمون غیرپارامتریک من ویتنی یو با استفاده از نرم افزار اس پی اس اس نسخه (23) استفاده شد. نتایج حاصل از این مطالعه بر اساس میانگین کل رتبه های محاسبه شده در راستای مقایسه زبان آموزان نشان داد که بدون در نظر گرفتن هر یک از مقیاس های جداگانه در پرسشنامه، به طور کلی، آنهایی که مهارت زبانی بیشتری داشتند، در سطح معناداری درک کمتری از راهبرد های ایجاد انگیزه نسبت به گروه پایین تر داشتند.در مقابل، در مقیاس های مورد ارزیابی در این تحقیق، تنها در مقیاس"جو کلاس درس"، مشخص شد که زبان آموزان با مهارت کمتر از راهبرد های انگیزشی مربوط به این مقیاس درک بالاتری داشتند. یافته های این پژوهش به نقش آگاه سازی مدرسان زبان از درک راهبرد های انگیزش دهنده شان برای زبان آموزان با سطوح مهارتی مختلف دارای فواید مثبتی می تواند باشد.
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