Document Type : Research Article

Authors

1 MA in TEFL, Department of English, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran

2 Assistant Professor of TEFL, Department of English, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran

Abstract

The current study was an attempt to investigate the relationship among L2 Motivational Self-System, Reading Comprehension Ability, and Gender of Iranian EFL Learners. 70 participants of both male and female at intermediate level at Shokooh Institute in Kashmar-Iran were randomly selected. The instruments of the study were a L2 motivational self-system questionnaire by Yan(2011), and a reading comprehension test. The questionnaire consists of 61 questions, based on six-point scale from "strongly agree" to "strongly disagree". The reading comprehension test was extracted from the texts in VOA special English website. The obtained data were analyzed through descriptive analysis and Pearson Correlation coefficient. The data were fed into SPSS 22, followed by employing T-test, Shapiro-Wilk and Levene's test. The findings revealed a positive relationship between L2 motivational self-system and reading comprehension ability and also a negative relationship between L2 Motivational self-system and the gender of EFL learners. The findings have some useful pedagogical implications for language teachers and syllabus designers that can be taken into account in teacher-training programs.

Keywords

Main Subjects

Article Title [Persian]

ارتباط بین سیستم خودکار انگیزشی یادگیری زبان دوم، توانایی خواندن و درک مطلب، و جنسیت: مطالعه ای درمورد زبان آموزان زبان انگلیسی در ایران

Authors [Persian]

  • سجاد شرافتی 1
  • دکتر نرجس غفورنیا 2

1 کارشناس ارشد آموزش زبان انگلیسی، دانشگاه آزاد واحد نیشابور، نیشابور، ایران

2 استادیار گروه آموزش زبان انگلیسی، دانشگاه آزاد اسلامی واحد نیشابور، نیشابور، ایران

Abstract [Persian]

مطالعه حاضر تلاشی در جهت بررسی ارتباط بین سیستم خودکار انگیزشی، توانایی درک مطلب، و جنسیت زبان آموزان انگلیسی در ایران میباشد. 70 شرکت کننده مذکر و مونث در سطح متوسط در موسسه شکوه در کاشمر–ایران به طور تصادفی انتخاب شدند. ابزار مورد استفاده در این مطالعه یک پرسشنامه مربوط به سیستم خودکار انگیزشی مستخرج از کارYan (2011) و یک آزمون درک مطلب زبان انگلیسی میباشد. این پرسشنامه شامل 61 سوال بر اساس مقیاس 6 گانه Likert     میباشد که از گزینه های کاملا موافقم تا کاملا مخالفم را دربرمیگیرد. آزمون درک مطلب زبان انگلیسی از چندین متن در وب سایت مخصوصVOA  مستخرج شده است. اطلاعات به دست آمده از طریق آنالیزهای توصیفی و ضریب همبستگی پیرسون مورد بررسی قرار گرفت. اطلاعات به دست آمده وارد برنامه SPSS 22 شد و سپس با آزمون های مختلف از قبیل Shapiro-wilk T T-test, Leven's Test  مورد بررسی قرار گرفت. یافته های این تحقیق ارتباط مثبتی بین سیستم خودکار انگیزشی و توانایی خواندن و درک مطلب نشان داد و همچنین ارتباط منفی بین سیستم خودکار انگیزشی و جنسیت فراگیرنده ای زبان انگلیسی نشان داد. این یافته ها دارای پیامدهای آموزشی مفیدی برای مدرسان زبان انگلیسی و نویسندگان مطالب درسی  میباشد که میتواند در برنامه های تربیت دبیر مورد نظر قرار بگیرد. 

Keywords [Persian]

  • سیستم خودکار انگیزشی یادگیری زبان دوم
  • توانایی خواندن و درک مطلب
  • انگیزش
  • نگرش مطلوب به زبان دوم و انعطاف پذیری
Amedi, S. D.(2013) .The possible relationship between gender and motivation: an attitudinal study on gender and motivation as factors in learning English as a second language.(Master's thesis Kristianstad University, School of Education and Environmen).Retrived from http://hkr.diva-portal.org/smash/record.jsf?pid=diva2%3A698234&dswid=-2523
Cizer, K., & Magid, M. (2014). The impact of  self-concept on language learning, United States: Mutilingual Matters. 
Colvin, C.,& Schlosser, L.K. (1998). Developing academic confidence to build literacy: What teachers can do.Journal of Adolescent & Adult Literacy.41(4), 272-281.
Corder, S.P. (1967).The significance of learners’ errors.International Review of Applied Linguistics,5(2), 161-169.
Crystal, D. (2003).English as a global language.UK: Cambridge University Press.
Csizér, K.,&Dörnyei, Z.(2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421–462.
Csizér, K., &Dörnyei, Z. (2005). The internal structure of language learning motivation: Results of structural equation modelling. Modern Language Journal,89(1), 19–36.
Davis, G. (2016). Why is reading important? Retrieved from    http://www.learn-to-read-prince-george.com/why-is-reading-important.html
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z., &Kormos, J. (2000).The role of individual and social variables in      oral task performance.Language Teaching Research, 4, 275–300.
Dörnyei, Z., &Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421–462.
Dornyei, Z., &Ushioda, E. (2009).Motivation, language identity and the L2 self, United States: Multilingual Matters.
Fitzpatrick, K. (1994). Improving reading comprehension using critical thinking strategies. Reading Improvement, 31(3), 142. Retrieved August 23, 2019 from https://www.learntechlib.org/p/77725/.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward ArnoldS.
Gardner, R. C., & Lambert, W. E. (1972).Attitudes and motivation in second language learning. Rowley, Massachusetts: Newbury house.
Higgins T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94 (3), 319-340.
Jetton, T. L., & Alexander, P. A. (1997). Instructional importance: What teachers value and what students learn. Reading Research Quarterly, 32(3), 290-308.
Johns, J.L.,&Vanleirsburg, P. (1994).Promoting the reading Habit; Consideration and strategies.Newark, Delaware, IRA: Cramer/Castle.
Knoll , C. L. (2000). The relationship between motivation and reading comprehension.(Master's thesis) .Grand Valley State University.Retrived from https://pdfs.semanticscholar.org/ad83/abf940e65ecd49fdcabee60d6dc52a486d1e.pdf
Kucan, L.,& Beck, I. (1997). Thinking aloud and reading comprehension research: Inquiry, instruction and social interaction. Review of Educational Research, 67(3), 271-299.
Lloyd, C.V. (1995). How teachers teach reading comprehension: An examination of four categories of reading comprehension instruction. Reading Research and Instruction, 35(2), 171-185.
Markus, H., &Nurius, P. (1987). Possible selves: The interface between motivation and the self-concept. In K. Yardley and T. Honess (Eds.) Self and identity: Psychosocial perspectives (pp. 157172). Chichester: John Wiley and Sons.
Noels, K. A. (2003). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style.In Z. Dörnyei(Ed.), Attitudes, orientations, and motivations in language learning (pp. 97–136). Oxford: Blackwell.
Ormrod, J. E. (2008).  Educational psychology: Developing learners. Upper Saddle River, N.J.:Pearson/Merrill/​
Prentice Hall.
Rajab, A., Roohbakhsh Far, H., &Etemadzadeh, A. (2012).The relationship between L2 motivational self-system and L2 learning among TESL students in Iran.Procedia - Social and Behavioral Sciences, 66, pp.419 – 424.
Shahbaz, M., & Liu, Y. (2012).Complexity of L2 motivation in an Asian ESL setting, Porta Linguarum, 18, pp.115-131.
Skolverket, W. Y. (2007). Reading and writing: Research and proven experience. Myndighetenför
skolutveckling.
Stevens, J. (2002). Applied multivariate statistics for the social sciences (4th ed.), Mahwah, NJ: Lawrence Erlbaum.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 Motivational Self-System amongst Chinese, Japanese, and Iranian learners of English: A Comparative Study. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Buffalo, NY: Multilingual Matters.
Wallace, J. (1995). Improving reading skills of poor achieving students, instructional models in reading.Stahl and Hayes.
Yaghubnezhad, H., Moinzadeh,A.,&Barati, H. (2017).Iranian EFL learners’ motivational fluctuation in task performance over different timescales.Journal of English Language Teaching and Learning, 20, 135-155.
Yan, X. (2011).Representation of L2 motivational self system with beginning Chinese language learners at college level in the United States (Doctoral thesis).Liberty University, Lynchburg, VA). Retrieved from https://core.ac.uk/download/pdf/58825144.pdf