Document Type : Research Article
Authors
1 Assistant Professor in TESOL / Applied Linguistics, Department of English, Oklahoma State University, Stillwater, USA https://orcid.org/0000-0002-3010-2791
2 Assistant Professor at the Department of Educational Theory and Practice, University of Georgia, Georgia, USA
Abstract
Research on motivation in second language (L2) learning has progressed tremendously over the last several decades. Within the recent trend to investigate the socially situated context of motivation and the role of social processes in shaping individual L2 motivation, Sociocultural Theory (SCT) and Complexity / Dynamic Systems Theory (CDST) stand out in their contributions. Although researchers have attempted to combine SCT and CDST, there is an ongoing debate in the field of Applied Linguistics regarding the general compatibility of these two traditions. This article consists of a critical literature and theoretical review concerning how SCT, focusing on Activity Theory (AT), and CDST, focusing on the L2 Motivational Self System, address L2 motivation. We argue that SCT and CDST appear to be compatible superficially, since both portray L2 motivation as dynamic, complex, and arising through interactions between individuals and their environments. However, through a more in-depth examination, fundamental differences emerge not only in the context of L2 motivation, but also in the guiding theoretical principles of each research tradition. Ultimately, and arguing from an SCT perspective, we offer a critique of CDST and posit that these theories are not commensurable in their view of L2 motivation or in general.
Keywords
Main Subjects
Article Title [Persian]
انگیزش در زبان دوم از منظر نظریه اجتماعی-فرهنگی و نظریه پیچیدگی/سیستم های پویا: بررسی تناسب‌پذیری دو نظریه
Authors [Persian]
- دکتر مایکل دی آموری 1
- دکتر ماریانا لیما بکر 2
1 استادیار آموزش زبان انگلیسی و زبانشناسی کاربردی، گروه زبان انگلیسی، دانشگاه ایالتی اوکلاهما، استیل واتر، ایالات متحده آمریکا
2 استادیار گروه نظریه و کاربرد علوم تربیتی، کالج علوم تربیتی مری فرانسیس، دانشگاه جورجیا، جورجیا، ایالات متحدۀ آمریکا
Abstract [Persian]
تحقیقات در مورد انگیزه در یادگیری زبان دوم در چند دهه گذشته پیشرفت چشمگیری داشته است. در گرایش اخیر به مطالعۀ زمینههای اجتماعی انگیزش و نقش فرآیندهای اجتماعی در شکل‌دهی انگیزش فرد، نقش نظریه اجتماعی-فرهنگی (SCT) و نظریه پیچیدگی / سیستمهای پویا (CDST) بسیار برجسته بوده است. اگرچه محققان تلاش کرده‌اند نظریه اجتماعی-فرهنگی و نظریه پیچیدگی / سیستمهای پویا را با هم ترکیب کنند، حوزۀ زبانشناسی کاربردی شاهد بحث‌های مداومی در مورد سازگاری کلی این دو نظریه بوده است. مقالۀ حاضر شامل مرور انتقادی و بررسی نظری پیرامون رویکردهای متفاوت نظریۀ فرهنگی-اجتماعی، با تمرکز بر نظریه فعالیت (AT)، و نظریۀ پیچیدگی / سیستمهای پویا، با تمرکز بر سیستم خود انگیزشی زبان دوم، در خصوص انگیزش در زبان دوم است. در اینجا استدلال میشود که دو نظریه به طور سطحی سازگار هستند، زیرا که در هر دو نظریه، انگیزش زبان دوم را با ماهیتی پویا، پیچیده و ناشی از تعاملات بین افراد و محیط هایشان نشان میدهند. با این حال، بررسی عمیقتر موضوع حاکی از تفاوتهای اساسی نه تنها در زمینه انگیزش زبان دوم، بلکه در مفاهیم اساسی حاکم بر دو نظریۀ پژوهشی است. در نهایت، با توسل به دیدگاه فرهنگی-اجتماعی، ضمن نقد نظریۀ پیچیدگی / سیستمهای پویا، چنین استدلال میشود که دو نظریۀ مورد بررسی در این تحقیق نه تنها از حیث رویکرشان به مقولۀ انگیزش در زبان دوم بلکه به طور عام تناسبی با یکدیگر ندارند.
Keywords [Persian]
- نظریه اجتماعی-فرهنگی
- نظریه پیچیدگی / سیستمهای پویا
- نظریه فعالیت
- انگیزش در زبان دوم
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