تعداد نشریات | 25 |
تعداد شمارهها | 934 |
تعداد مقالات | 7,671 |
تعداد مشاهده مقاله | 12,525,526 |
تعداد دریافت فایل اصل مقاله | 8,902,928 |
The Effect of Task Type on Motivational Fluctuations: The Case of Iranian EFL Senior High School Learners | ||
Journal of Language Horizons | ||
دوره 5، شماره 1 - شماره پیاپی 9، فروردین 2021، صفحه 77-97 اصل مقاله (384.24 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2020.30261.1255 | ||
نویسندگان | ||
Mohammad Mohammadi1؛ Parviz Alavinia* 2 | ||
1MA Candidate in TEFL, Faculty of Humanities, Urmia University, Urmia, Iran | ||
2Associate Professor, Faculty of Humanities, Urmia University, Urmia, Iran | ||
چکیده | ||
Previously regarded as a static concept, motivation has now come to be viewed as an entity which is permanently in a state of flux. The dynamic nature of motivation and the concept of motivational fluctuations became widespread as complex dynamic systems theory (CDST) gained more popularity and credence among scholars in sciences and then gradually in the field of applied linguistics. Inspired mainly by this current view of motivation as a dynamic phenomenon, the present study sought to investigate the potential role of task type in motivational fluctuations experienced by EFL learners at the high school. In so doing, the possible role of gender was also taken into consideration. To gather data, the researchers made use of Motometer as a commonly used device for gauging learners’ self-reported levels of motivation over time as well as interviews. In line with the findings, task type was shown to be a major determiner of motivational changes. Among the three tasks implemented in the study, task 2 with a problem-solving focus was characterized as the most inspiring for learners followed by task 3 which was a picture-prompted task. Furthermore, as regards the second research question, gender was found to be of no significance during task performance. The study is thought to have fruitful implications for all educational stakeholders, particularly in the context of secondary education, as well as in language school settings. | ||
کلیدواژهها | ||
motivation؛ motivational fluctuations؛ motometer؛ senior high school learners؛ task type | ||
عنوان مقاله [English] | ||
تأثیر نوع فعالیت بر نوسانات انگیرشی: بررسی موردی زبانآموزان ایرانیِ مقطع ارشدِ دبیرستان | ||
نویسندگان [English] | ||
محمد محمدی1؛ پرویز علوی نیا2 | ||
1دانشجوی کارشناسی ارشد آموزش زبان انگلیسی، دانشکده علوم انسانی، دانشگاه ارومیه، ارومیه، ایران | ||
2دانشیار، دانشکده علوم انسانی، دانشگاه ارومیه، ارومیه، ایران. | ||
چکیده [English] | ||
در حالی که پیش از این، انگیزه به عنوان یک مفهوم ایستا نگریسته میشد، امروزه به عنوان مقولهای مورد بررسی قرار گرفتهاست که پیوسته در جریان است. ماهیتِ پویای انگیزه و مفهوم نوسانات انگیزشی در حالی گسترش یافت که نظریه نظامهای پویای پیچیده (سی.دی.اس.تی) در بین دانشمندان علوم و سپس به تدریج در زمینه زبانشناسی کاربردی، شهرتِ بیشتری یافت. پژوهشِ حاضر، عمدتاً با الهام از این دیدگاه فعلی دربارة انگیزه به عنوان یک پدیده پویا، در پیِ بررسی نقش بالقوه نوع فعالیت در نوسانات انگیزشیِ تجربهشده توسط زبانآموزان زبان انگلیسی در دبیرستان است. در انجام این کار، نقش احتمالی جنسیت نیز مورد توجه قرار گرفت. پژوهشگران برای گردآوری دادهها از موتومتر به عنوان ابزاری که معمولاً برای اندازهگیری سطوح انگیزش خودآگاهانه زبانآموزان در طول زمان و همچنین هنگامِ مصاحبه به کار میرفت، بهره گرفتند. بر پایة یافتهها، مشخص شد نوع فعالیت به عنوان عامل تعیینکنندة اصلی در تغییرات انگیزشی است. از میان سه فعالیت اجراشده در پژوهش حاضر، فعالیت شمارة 2 با تمرکز بر حلِ مسئله و پس از آن فعالیت شمارة 3 که فعالیتی مبتنی بر تصویر بود، به عنوان الهامبخشترین فعالیت برای زبانآموزان بودند. افزون بر این، در رابطه با پرسش دوم پژوهش، معلوم شد که جنسیت در حین انجام فعالیت، هیچ اهمیتی ندارد. تصور میشود که این بررسی برای همه عوامل دخیل در نظام آموزشی، به ویژه در زمینه آموزش متوسطه و همچنین در مؤسسات آموزش زبان، کاربردهای مطلوبی به همراه داشته باشد. | ||
کلیدواژهها [English] | ||
انگیزش, نوسانات انگیزشی, موتومتر, زبانآموزان مقطعِ ارشد دبیرستان, نوع فعالیت | ||
مراجع | ||
Al-Hoorie, A. H., & MacIntyre, P. (Eds.) (2019). Contemporary language motivation theory: 60 years since Gardner and Lambert (1959). Multilingual Matters. https://doi.org/10.21832/9781788925211 Azarnoosh, M., Kargozari H. R., & Faravani, A. (2015). Motivational dynamics: The case of Iranian EFL learners’ motivation. Pertanika Journal of Social Sciences and Humanities, 23(4), 1193-1210. Azkarai, A. (2015). Males and females in EFL task-based interaction: Does gender have an impact on LREs? Vigo International Journal of Applied Linguistics, 12, 9-35. Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387-401. https://doi.org/10.1111/j.1540-4781.2008.00753.x Campbell, E., & Storch, N. (2011). The changing face of motivation: A study of second language learners’ motivation over time. Australian Review of Applied Linguistics, 34(2), 166-192. https://doi.org/10.1075/aral.34.2.03cam Chalak, A., & Kassaian, Z. (2010). Motivation and attitudes of Iranian undergraduate EFL students towards learning English. GEMA Online Journal of Language Studies, 10(2), 37-56. Chung, L. Y., & Chang, R. C. (2017). The effect of gender on motivation and student achievement in digital game-based learning: A case study of a contented-based classroom. EURASIA Journal of Mathematics Science and Technology Education, 3(6), 2309-2327. https://doi.org/10.12973/eurasia.2017.01227a Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Sage Publications. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper and Row. de Bot, K. (2008). Introduction: Second language development as a dynamic process. Modern Language Journal, 92(2), 166-178. https://doi.org/10.1111/j.1540-4781.2008.00712.x Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135. https://doi.org/10.1017/S026144480001315X Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press. https://doi.org/10.1017/CBO9780511667343 Dörnyei, Z. (2005). The psychology of the language learners: Individual differences in second language acquisition. Lawrence Erlbaum Associates. Dörnyei, Z. (2009a). The L2 motivational self-system. In Z. Dornyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Multilingual Matters. https://doi.org/10.21832/9781847691293-003 Dörnyei, Z. (2009b). The psychology of second language acquisition. Oxford University Press. Dörnyei, Z. (2019). Task motivation: What makes an L2 task engaging? In Z. Wen & M. J. Ahmadian (Eds.), Researching L2 task performance and pedagogy: In honour of Peter Skehan (pp. 53-66). John Benjamins. https://doi.org/10.1075/tblt.13.04dor Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 589-630). Blackwell. https://doi.org/10.1002/9780470756492.ch18 Gardner, R. C. (2010). Motivation and second language acquisition: The socio educational model. Peter Lang Publishing, Inc. Hiver, P., & Papi, M. (2020). Complexity theory and L2 motivation. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 117-137). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-28380-3_6 Iwaniec, J. (2019). Language learning motivation and gender: The case of Poland. International Journal of Applied Linguistics, 29(1), 130-143. https://doi.org/10.1111/ijal.12251 Jessner, U. (2008). A DST model of multilingualism and the role of metalinguistic awareness. Modern Language Journal, 92(2), 270-283. https://doi.org/10.1111/j.1540-4781.2008.00718.x Jin, M. (2014). A case study of non-English major college students' motivation in English language learning. Open Journal of Modern Linguistics, 4(2), 252-259. https://doi.org/10.4236/ojml.2014.42020 Kim, Y., Jung, Y., & Tracy-Ventura, N. (2017). Implementation of a localized task-based course in an EFL context: A study of students’ evolving perceptions. TESOL Quarterly, 51(3), 632-660. https://doi.org/10.1002/tesq.381 Kormos, J., & Préfontaine, Y. (2017). Affective factors influencing fluent performance: French learners’ appraisals of second language speech tasks. Language Teaching Research, 21(6), 699-716. https://doi.org/10.1177/1362168816683562 Lai, E. R. (2011). Motivation: A literature review (Research Report). Pearson. Lamb, M., Csizér, K., Henry, A., & Ryan, S. (Eds.) (2020). The Palgrave handbook of motivation for language learning. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-28380-3 Larsen-Freeman, D. (2019). On language learner agency: A complex dynamic systems theory perspective. The Modern Language Journal, 103(1), 61-79. https://doi.org/10.1111/modl.12536 Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford University Press. MacIntyre, P. D., & Serroul, A. (2015). Motivation on a per-second timescale: Examining approach–avoidance motivation during L2 task performance. In Z. Dörnyei, P. D. MacIntyre & A. Henry (Eds.), Motivational dynamics in language learning (pp. 109-138). Multilingual Matters. https://doi.org/10.21832/9781783092574-013 Mercer, S. (2011). Language learner self-concept: Complexity, continuity and change. System, 39(3), 335-346. https://doi.org/10.1016/j.system.2011.07.006 Mohammadzadeh, A. (2019).Motivational fluctuations during task-supported language teaching [Unpublished doctoral dissertation]. Urmia University, Urmia, Iran. Mohammadzadeh, A., & Alavinia, P. (in press). Motivational fluctuations during task-supported language teaching: The case of young Iranian EFL learners. Iranian Journal of Language Teaching Research. Ortega, L. (2009). Understanding second language acquisition. Hodder Education. Pawlak, M. (2012). The dynamic nature of motivation in language learning: A classroom perspective. Studies in Second Language Learning and Teaching, 2(2), 249-278. https://doi.org/10.14746/ssllt.2012.2.2.7 Pawlak, M., Mystkowska-Wiertelak, A., & Bielak, J. (2014). Another look at temporal variation in language learning motivation: Results of a study. In M. Pawlak & L. Aronin (Eds.), Essential topics in applied linguistics and multilingualism (pp. 89-109). Springer International Publishing. https://doi.org/10.1007/978-3-319-01414-2_6 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 & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66-97). Multilingual Matters. https://doi.org/10.21832/9781847691293-005 Verspoor, M., Lowie, W., & Van Dijk, M. (2008). Variability in second language development from a dynamic systems perspective. Modern Language Journal, 92(2), 214-231. https://doi.org/10.1111/j.1540-4781.2008.00715.x Waninge, F., Dörnyei, Z., & De Bot, K. (2014). Motivational dynamics in language learning: Change, stability, and context. The Modern Language Journal, 98(3), 704-723. https://doi.org/10.1111/modl.12118 Williams, M., & R. Burden. (1997). Psychology for language teachers. Cambridge University Press. Yaghoubinejad, H., Zarrinabadi, N., & Ketabi, S. (2016). Fluctuations in foreign language motivation: An investigation into Iranian learners’ motivational change over time. Current Psychology, 36(4), 781-790. https://doi.org/10.1007/s12144-016-9467-6 | ||
آمار تعداد مشاهده مقاله: 552 تعداد دریافت فایل اصل مقاله: 394 |