A Study of the Challenging Sociocultural Variables Affecting EFL Learners’ Identity in an Iranian Context
محورهای موضوعی : language teachingهاجر مقدسی حاجی آباد 1 , شعله کلاهی 2 , بهدخت مال‌امیری 3
1 - گروه زبان انگلیسی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
2 - گروه زبان انگلیسی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
3 - گروه زبان انگلیسی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
کلید واژه: language learning, identity diffusion, identity formation, sociocultural variables, language hegemony,
چکیده مقاله :
The present research probed the sociocultural challenging variables which may affect EFL learners’ identity formation during their language studies in an Iranian context. A thorough analysis of the literature encompassing EFL teachers’ opinions and EFL coursebook analyses was performed to develop a comprehensive view of the recognized sociocultural domains and variables. Furthermore, an open-ended questionnaire was designed and distributed among 50 adolescent male and female EFL learners at the age range of 13-21 years (M=16) as Erickson’s identity confusion stage to identify the newest sociocultural challenging variables in the present Iranian context. The result of the research led to compilation of a Sociocultural Variables Inventory presenting an extended range of variables operating in the context of Iranian EFL learners’ identity formation. The inventory could act as a basis for research in the fields of TEFL, sociolinguistics, cultural studies, and further interdisciplinary research.
پژوهش حاضر متغیرهای فرهنگی اجتماعی چالش برانگیز و تاثیرگذار بر هویت زبان آموزان زبان انگلیسی در ایران را بررسی کرده است. برای دست‌یابی به متغیرها و حوزه های فرهنگی اجتماعی مشخص، مرور جامعی بر پیشینه‌ی تحقیق بر مبنای دیدگاه مدرسان زبان انگلیسی و تحلیل کتب آموزشی زبان انگلیسی صورت گرفته است. علاوه بر آن، یک پرسشنامه‌ی باز طراحی و بین پنجاه زبان آموز دختر و پسر ایرانی در گروه سنی سیزده تا بیست و یک سال (میانگین سنی 16) که بر اساس نظریه اریکسون در مرحله سردرگمی هویتی قرار دارند جهت بررسی متغیرهای جدید احتمالی توزیع گردید. در نتیجه، فهرستی از عوامل تاثیر گذار بدست آمد که متغیرهای فرهنگی اجتماعی تاثیرگذار بر زبان آموزان ایرانی را با جزییات مشخص می‌کند و زمینه را برای تحقیقات بعدی مهیا می‌سازد. فهرست جامعی از متغیرهای فرهنگی اجتماعی تاثیرگذار بدست آمد که می تواند در پژوهشهای بین رشته ای مربوط به آموزش زبان انگلیسی، جامه شناسی زبان، مطالعات فرهنگی و غیره کارایی داشته باشد. نتایج تحقیق همچنین ضرورت آگاهی از عوامل فرهنگی اجتماعی تاثیرگذار بر هویت زبان آموزان ایرانی را در کلاس های درس و دوره های تربیت معلم روشن می‌کند.
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