Dörnyei’s Motivational Self-System Theory and EFL learners’ L2 Selves
محورهای موضوعی : نشریه زبان و ترجمه
Saeed Rahimi
1
,
Massoud Tajaddini
2
,
Neda Fatehi Rad
3
1 - English Department, Kerman Branch, Islamic Azad University, Kerman, Iran
2 - English Department, Kerman Branch, Islamic Azad University, Kerman, Iran
3 - English Department, Kerman Branch, Islamic Azad University, Kerman, Iran
کلید واژه: gender, Educational transition, Residential background, Second language (L2) motivation, Second language (L2) selves,
چکیده مقاله :
Trying to motivate language learners is one of the most demanding yet vital challenges faced by L2 teachers. Dealing with Dörnyei’s motivational theory, the current research was an attempt to ponder the ideal-self, ought-to-self, and L2 experience orientations of Iranian EFL high-school students. Moreover, this study examined whether there was any relationship among three L2 motivational variables across gender and residential background. To this end, 200 male and 184 female junior-high-school students were selected through cluster sampling. The newly designed L2 motivational self-system questionnaire consisted of three main variables, in which 13 items were related to Ideal L2 Self, 12 with ought-to L2 Self, and the other nine with L2 Learning Experience. The findings revealed no significant difference between male and female students in L2 motivational orientation for English learning, and female learners’ L2 motivation in English language learning was affected by L2 motivation compared to male learners. Furthermore, there was a significant difference between female and male students’ scores in ought-to L2 self. Moreover, it was found that there was no significant difference between female and male learners’ L2 experience. Regarding residential background, there was a significant difference among the mean ranks of the city participants at three L2 Motivational Orientations but there was no significant difference among the mean ranks of the rural participants at three L2 Motivational Orientations.Keywords: Educational transition; Gender; Residential background; Second language (L2) motivation; Second language (L2) selvesTrying to motivate language learners is one of the most demanding yet vital challenges faced by L2 teachers. Dealing with Dörnyei’s motivational theory, the current research was an attempt to ponder the ideal-self, ought-to-self, and L2 experience orientations of Iranian EFL high-school students. Moreover, this study examined whether there was any relationship among three L2 motivational variables across gender and residential background. To this end, 200 male and 184 female junior-high-school students were selected through cluster sampling. The newly designed L2 motivational self-system questionnaire consisted of three main variables, in which 13 items were related to Ideal L2 Self, 12 with ought-to L2 Self, and the other nine with L2 Learning Experience. The findings revealed no significant difference between male and female students in L2 motivational orientation for English learning, and female learners’ L2 motivation in English language learning was affected by L2 motivation compared to male learners. Furthermore, there was a significant difference between female and male students’ scores in ought-to L2 self. Moreover, it was found that there was no significant difference between female and male learners’ L2 experience. Regarding residential background, there was a significant difference among the mean ranks of the city participants at three L2 Motivational Orientations but there was no significant difference among the mean ranks of the rural participants at three L2 Motivational Orientations.
مطالعه حاضر با استفاده از سیستم خود انگیزشی دورنیه ، قصدبررسی خودهای ایده آل ، خود ، خود بایسته و تجربه یادگیری دانش آموزان دبیرستان ایرانی را داشت. علاوه بر این ، این تحقیق تمایل داشت که آیا رابطه ای بین سه متغیر انگیزشی دانش آموزان دبیرستانی ایرانی از نظر جنسیت و محل سکونت وجود دارد یا خیر. بدین منظور ، 200 پسر و 184 زن از دانش آموزان دختر مقطع متوسطه ایرانی به روش نمونه گیری خوشه ای انتخاب شدند. پرسشنامه L2 MSS که به تازگی طراحی شده است شامل سه متغیر اصلی است که در آن 13 مورد مربوط به خود ایدا ال ، 12 مورد باخود بایسته و 9 مورد دیگر با تجربه یادگیری بود. نتایج نشان داد که در گرایش انگیزشی یادگیری انگلیسی تفاوت معنی داری بین یادگیرندگان زن و مرد مشاهده نشد و انگیزه زبان آموزان در یادگیری زبان انگلیسی تحت تأثیر همه جنبه های انگیزه در مقایسه با یادگیرندگان پسر بود. علاوه بر این ،در نتایج پرسشنامه دانش آموزان دختر و پسر در خود بایسته تفاوت معناداری وجود داشت. علاوه بر این ، مشخص شد که از نظر تجربه یادگیری بین دانش آموزان دختر و پسر فراگیر دبیرستان ایرانی تفاوت معناداری وجود ندارد. از نظر سوابق مسکونی ، تفاوت معناداری در میانگین رتبه های مشارکت کنندگان مسکونی شهر در سه جهت انگیزشی وجود داشت اما از نظر آماری تفاوت معناداری بین میانگین رتبه های شرکت کنندگان مسکونی روستایی در سه گرایش انگیزشی وجود نداشت.
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