Document Type : Research Articles

Authors

1 Ph.D. Candidate, Tabriz Branch, Islamic Azad University, Tabriz, Iran

2 َAssociate Professor of TEFL, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

3 Associate Professor of TEFL, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Abstract

Many individuals fail to perform the responsibilities devolved to them within the expected time or at least do them near the deadline. The so-called procrastination in accomplishment of academic tasks has often been considered a frustrating phenomenon which commonly results in undesirable outcomes. However, some students believe that near-deadline performance leads to better results. Focusing on EFL learners, the researchers in this study followed the classical Grounded Theory Approach and investigated whether procrastination always has destructive effects on their performance and behavior or it can be applied as a strategy to gain better outcomes. To do so, they interviewed 43 EFL learners at intermediate and advanced levels of proficiency with prior experience of procrastination and, taking a constant comparative method, analyzed the collected data through three stages of coding (i.e., open, selective, and theoretical). The results indicated that although most respondents did not reject the destructive consequences of procrastination on their language learning, several EFL learners pointed to constructive consequences of procrastination in their learning. Moreover, some strategies for adjusting the destructive effects of procrastination and even for transforming them to constructive consequences emerged from the data. In this way, the present study led to the development of the grounded theory of language learning procrastination. This theory covered two themes of Consequences, including Constructive Language Learning Procrastination and Destructive Language Learning Procrastination, and Overcoming Strategies, including Internal and External Strategies. The resultant theory can open a new horizon to deal with EFL learners’ dilatory behaviors.

Keywords

Main Subjects

Article Title [فارسی]

تعلل در فرآیند زبان آموزی: راهکاری سازنده یا فقط زمان سوزی مخرب؟

Authors [فارسی]

  • صابر خوئی اسکوئی 1
  • دکتر سعیده آهنگری 2
  • دکتر زهره سیفوری 3

1 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه آزاد اسلامی،‌ تبریز، ایران

2 دانشیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد تبریز،‌ تبریز، ایران

3 دانشیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد تبریز،‌ تبریز، ایران

Abstract [فارسی]

افراد بسیاری قادر نیستند مسئولیتهایی که برعهده آنها گذاشته شده را در موعد مقرر انجام دهند یا حداقل آن را در لحظه‌ی آخر فرجه تعیین شده انجام می دهند. آنچه اصطلاحاً تعلل نامیده می‌شود، در انجام فعالیت‌های آکادمیک معمولا پدیده‌ای ناامید کننده محسوب می‌شود که اکثرا منجر به نتایج ناخوشایندی می‌گردد. با وجود این، برخی از دانشجویان معتقدند که انجام فعالیت‌ها در آستانه‌ی اتمام فرجه، نتایج بهتری را در بر دارد. محققان در مطالعه‌ی حاضر با تمرکز بر زبان آموزان انگلیسی و استفاده از روش تئوری داده بنیاد کلاسیک به بررسی این مساله پرداختند که آیا تعلل همیشه تاثیر مخربی بر عملکرد و رفتار زبان آموزان دارد یا اینکه می‌تواند به عنوان راهکاری برای کسب نتایج بهتر استفاده گردد. برای انجام این کار، آنها با 43 زبان آموز در سطوح متوسط تا پیشرفته و دارای سابقه‌ی تعلل مصاحبه کرده و با استفاده از روش مقایسه‌ی مداوم، اطلاعات جمع‌آوری شده را طی سه مرحله کدگذاری (باز، انتخابی و تئوریک) تحلیل نمودند. نتایج نشانگر این بود که اگرچه اکثر مصاحبه شوندگان نتایج مخرب تعلل بر یادگیری زبان را نفی ننمودند، تعدادی از آنها به نتایج سازنده‌ی آن در یادگیری اشاره کردند. همچنین برخی راهکارها برای تعدیل تاثیرات مخرب تعلل و حتی تبدیل آنها به نتایج سازنده از بین اطلاعات جمع‌آوری شده ظاهر گردید. بدین ترتیب، تحقیق حاضر به ساخت تئوری داده بنیاد «تعلل در یادگیری زبان» منجر شد. تئوری مذکور دو زمینه‌ی نتایج و راهکارها را پوشش می‌دهد و می‌تواند افق جدیدی را در برخورد با رفتار تاخیری زبان‌آموزان گشایش نماید.

Keywords [فارسی]

  • تئوری داده بنیاد کلاسیک
  • تعلل
  • تعلل مخرب در یادگیری زبان
  • تعلل سازنده در یادگیری زبان
  • راهکارهای غلبه
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