Developing a Model of Identity for the Iranian EFL Context: with a Focus on Language Proficiency
محورهای موضوعی : نشریه زبان و ترجمه
Amir Mirahmadi Kia
1
(
Ph.D. Student in TEFL, Department of English Language, Qeshm Branch,
Islamic Azad University, Qeshm, Iran
)
Seyyed Ayatollah Razmjoo
2
(
Professor of TEFL, Department of Foreign Languages and Linguistics, Shiraz State University, Shiraz, Iran
)
Shahram Afraz
3
(
Assistant Professor of TEFL, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
)
کلید واژه: Identity, EFL Context, language proficiency, model,
چکیده مقاله :
This study intended to develop a model of identity for the Iranian EFL context with emphasize on their language proficiency. Moreover, the study defined learners' opinions about the language and identity and that method would be the best to be taught. The project had a cross-sectional quantitative research design, collecting both quantitative and qualitative data via interviews, questionnaires and language proficiency test. Considering a total population of EFL learners in Iran, a sample of 120 students were randomly se- lected to participate in the study. The students were surveyed by testing their identity perceptions in learn- ing English. As a result, language-specific effects on the learners' identities, and how much competency in language learning would be occurred were the most important aspects of this study. The importance of a second language learning skill alongside the native language was thoroughly explained and its relation- ship to the identity of the language learners was explored and was concluded that there was significant relationship between them. Apart from these discussions, it has clearly seen the importance of the identity of learners and the skill of the learners in the educational implications that have a great impact in this field. Implementation of the methods based on these findings facilitates the emergence and development of a second language system in the learner's mind during the process of learning, and prevents the inter- play of first language patterns with second language patterns.
Alptekin, C. (2006). Cultural familiarity in inferential and literal comprehension in L2 reading. System, 34, 494-508.
Alptekin, C. (2008). Multi competence revisited: From EFL to ELF. Plenary speech presented at the 5th ELT Research Conference-Bridging the gap between theory and practice in ELT. Çanakkale Onsekiz Mart University, Turkey.
Ary, D., Jacobs, L. C., & Razavieh, A. (2006).
Introduction to research in education
California: Thomson Thomson. Campbell, W. K. (1999). Self-threat magnifies the self-serving bias: A meta-analytic integration. Review of General
Psychology, 3, 23-43.
Côté, J. E. (2009). Identity formation and self-
development in adolescence. In R. M. Lerner and L. Steinberg In 3 (Ed.), Handbook of adolescent psychology: Individual bases of adolescent development (V ol. 1, pp. 266-304). Hoboken, NJ: Wiley.
De Domanico, Y. B., Crawford, I., & DeWolfe, A. S. (1994). Ethnic identity and self- concept in Mexican-American adolescents: Is bicultural identity related to stress or better adjustment? . Child and Youth Care Forum, 23, 197-207.
Hinkel, E. (1999). Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press.
Huth, T. (2006). Negotiating structure and culture: L2 learners’ realization of L2 compliment-response sequences in talk- in-interaction. Journal of Pragmatics, 38, 2025-2050.
Lee, J. S. (2000). The Korean language in America:The role of cultural identity in heritage language learning language. Culture and Curriculum, 15, 117-133.
Lightbown, P. M., & Spada, N. (2006). English Language Teaching in its Social Context New York: Routledge.
