Developing a Model of Identity for the Iranian EFL Context: with a Focus on Language Proficiency
Subject Areas : All areas of language and translationAmir Mirahmadi Kia 1 , Seyyed Ayatollah Razmjoo 2 * , Shahram Afraz 3
1 - Ph.D. Student in TEFL, Department of English Language, Qeshm Branch,
Islamic Azad University, Qeshm, Iran
2 - Professor of TEFL, Department of Foreign Languages and Linguistics, Shiraz State University, Shiraz, Iran
3 - Assistant Professor of TEFL, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
Keywords: Identity, EFL Context, language proficiency, model,
Abstract :
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.
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