The Relationship between Self-esteem and Conversational Dominance of Iranian EFL Learners’ Speaking

Faramarzzadeh, Rasa; Amini, Davoud

doi:10.22049/jalda.2018.26306.1081

Document Type : Research Article

Authors

Rasa Faramarzzadeh ¹
Davoud Amini ²

¹ MA Student of TEFL, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran.

² Assistant Professor of TESOL, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran.

https://doi.org/10.22049/jalda.2018.26306.1081

Abstract

The crucial role of affective factors like anxiety, inhibition, motivation and self-esteem have long been of interest in the field of language learning due to their enormous association with the cognitive processes involved in performance in a second or foreign language. This study aimed at investigating the relationship between Iranian EFL learners’ self-esteem and conversational dominance in terms of total spoken words, total spoken turns and interruptions in mixed groups (advanced and intermediate levels). The participants were EFL advanced and intermediate female learners in Iran Language Institute (ILI) Tabriz, Iran. The data was collected by administering Coppersmith self-esteem questionnaire and recording and transcribing oral data. Pearson coefficient was used to examine the significance of correlation between self-esteem measures and the components of conversational dominance in speaking performance. The results showed a positive correlation between self-esteem and conversational dominance in terms of total spoken words, total spoken turns and interruptions among the learners. The foundational role of affective variables in cognitive performance is emphasized as a result.

Keywords

20.1001.1.2383591.2017.5.1.5.8

Main Subjects

Individual differences in second language learning

Article Title [Persian]

رابطه بین خودباوری و چیرگی در مکالمه در گفتار فراگیران ایرانی زبان انگلیسی

Abstract [Persian]

با توجه به ارتباط ویژه عوامل عاطفی نظیر اضطراب، بازداری، انگیزش، و خودباوری با فرآیندهای شناختی مرتبط با کاربرد زبان دوم، نقش تعیین کننده این عوامل همواره در حوزه فراگیری زبان دوم مورد توجه بوده است. پژوهش حاضر به مطالعه رابطۀ بین خودباوری در فراگیران ایرانی زبان انگلیسی با چیرگی در مکالمه از حیث تعداد کلمات تولید شده در مکالمه، تعداد دفعات بدست گرفتن رشته کلام در مکالمه، و تعداد دفعات قطع کلام طرف مکالمه در این فراگیران پرداخته است. شرکت کنندگان پژوهش، زبانآموزان دختر در سطوح متوسط و پیشرفته فراگیری زبان انگلیسی در کانون زبان ایران- شعبه تبریز بودهاند. دادههای تحقیق به کمک پرسشنامه خودباوری کاپراسمیت و نیز ضبط و پیادهسازی مکالمات کلاسی جمعآوری گردید. ضریب همبستگی پیرسون برای محاسبه همبستگی آماری بین عامل خودباوری و هریک از اجزای سهگانه چیرگی در مکالمه مورد استفاده قرار گرفت. نتایج تحلیل حاکی از رابطه مثبت بین خودباوری و چیرگی در مکالمه در گفتار زبان آموزان مورد مطالعه بود. یافتههای تحقیق مؤید نقش محوری عوامل عاطفی در عملکرد زبان آموزان بوده و بر توجه هرچه بیشتر به عامل خودباوری در فرآیندهای آموزش زبان انگلیسی تاکید میورزد.

Keywords [Persian]

عوامل عاطفی
خودباوری
چیرگی در مکالمه
گفتار
بدست گرفتن رشته کلام

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The Relationship between Self-esteem and Conversational Dominance of Iranian EFL Learners’ Speaking

References

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Volume 5, Issue 1 - Serial Number 9March 2017Pages 55-68

Volume 5, Issue 1 - Serial Number 9
March 2017
Pages 55-68