English as a Foreign Language Teachers’ Perceptions of Their Unique Language Acquisition Device Construction in Second Language Acquisition Process: Grounded Theory

محورهای موضوعی : نشریه زبان و ترجمه

Milad Omidi ¹ , Hamid Reza Khalaji ² , Keyvan Mahmoudi ³

1 - Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran
2 - Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran
3 - Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran

تاریخ دریافت : 1401/07/23 تاریخ پذیرش : 1401/12/02 تاریخ انتشار : 1402/01/12

کلید واژه: Second Language Acquisition, individual differences, Grounded Theory, Unique language acquisition device,

چکیده مقاله :

In this study, the perceptions of selected experienced English teachers about the construction of their unique language acquisition device (LAD) in the Second Language Acquisition (SLA) process is investigated. The grounded theory and constructive design were employed and open, axial, and selective coding after semi-structured interviews ranging from 30 to 90 was used. The teachers' perceptions showed seven categories related to the construction of their unique LAD, namely, (a) unique environment; (b) Psychological problems; (c) genetic factors; and (d) cyberspace. Perceptions showed that the following mentioned factors have been affected uniquely by those mentioned categories separately and uniquely. Factors such as motivation, interest, self-confidence, self-esteem, attitude, viewpoint, opinion, intentions, learning styles and strategies, exposure to the TL, rate of acquisition, acquisition progress, IQ and intelligence, social interaction, mental status, memory capacity, concentration, learning potential, metaphorical thinking, and ideology so that they would be equipped with the unique language acquisition device (ULAD) in SLA.

چکیده انگلیسی:

در این مطالعه، ادراک معلمان انگلیسی با تجربه منتخب در مورد ساخت دستگاه منحصر به فرد اکتساب زبان (LAD) در فرآیند اکتساب زبان دوم (SLA) بررسی شده است. از نظریه زمینه و طرح سازنده استفاده شد و از کدگذاری باز، محوری و انتخابی پس از مصاحبه نیمه ساختار یافته از 30 تا 90 استفاده شد. ادراک معلمان هفت دسته مربوط به ساخت LAD منحصر به فرد خود را نشان داد، یعنی (الف) محیط منحصر به فرد. ب) مشکلات روانی؛ ج) عوامل ژنتیکی؛ و (د) فضای مجازی. ادراکات نشان داد که عوامل ذکر شده زیر به طور منحصر به فرد تحت تأثیر مقوله های ذکر شده به طور جداگانه و منحصر به فرد قرار گرفته اند. عواملی مانند انگیزه، علاقه، اعتماد به نفس، عزت نفس، نگرش، دیدگاه، عقیده، نیات، سبک ها و استراتژی های یادگیری، قرار گرفتن در معرض TL، میزان اکتساب، پیشرفت اکتساب، بهره هوشی و هوش، تعامل اجتماعی، وضعیت ذهنی، ظرفیت حافظه، تمرکز، پتانسیل یادگیری، تفکر استعاری و ایدئولوژی به طوری که آنها به دستگاه منحصر به فرد اکتساب زبان (ULAD) در SLA مجهز شوند.

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