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Ghorbani, Majid, Rashvand Semiyari, ‌Shokouh. (1402). Motivational Dynamics in Foreign Language Learning: Motivated Learning Behavior, Proficiency, and Gender. جلوه هنر, 7(4), 119-148. doi: 10.22051/lghor.2022.40658.1701
Majid Ghorbani; ‌Shokouh Rashvand Semiyari. "Motivational Dynamics in Foreign Language Learning: Motivated Learning Behavior, Proficiency, and Gender". جلوه هنر, 7, 4, 1402, 119-148. doi: 10.22051/lghor.2022.40658.1701
Ghorbani, Majid, Rashvand Semiyari, ‌Shokouh. (1402). 'Motivational Dynamics in Foreign Language Learning: Motivated Learning Behavior, Proficiency, and Gender', جلوه هنر, 7(4), pp. 119-148. doi: 10.22051/lghor.2022.40658.1701
Ghorbani, Majid, Rashvand Semiyari, ‌Shokouh. Motivational Dynamics in Foreign Language Learning: Motivated Learning Behavior, Proficiency, and Gender. جلوه هنر, 1402; 7(4): 119-148. doi: 10.22051/lghor.2022.40658.1701

Motivational Dynamics in Foreign Language Learning: Motivated Learning Behavior, Proficiency, and Gender

Journal of Language Horizons
مقاله 6، دوره 7، شماره 4 - شماره پیاپی 18، خرداد 2024، صفحه 119-148    اصل مقاله (702.16 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2022.40658.1701
نویسندگان
Majid Ghorbani* 1؛ ‌Shokouh Rashvand Semiyari2
1Department of English Language Teaching, Islamic Azad University (East Tehran Branch), Tehran, Iran
2Department of English Language Teaching, Islamic Azad University (East Tehran Branch), Tehran, Iran.
چکیده
Motivational development can no longer be considered as the stable phenomenon as it was considered in the past. It is now an element of individual difference which is constantly influenced by contextual factors. This study applied a dynamic system perspective and drew upon Dörnyei’s (2005) L2 Motivational Self-System to examine both male and female Iranian EFL learners’ motivational and behavioral variability over time with different levels of proficiency. To this end, 590 beginner to upper intermediate male and female students completed the Motivational Factors Questionnaire at one-month intervals during the semester. The results indicated that the students’ motivation could possibly be explored under dynamic systems’ principles. The findings demonstrated how students’ motivation changed over time and how it could be predicted in a moderately stable manner. The outcomes also showed that students’ motivational and behavioral developments were mediated by their proficiency levels and gender. Implications and directions for further research were also stated.
کلیدواژه‌ها
dynamic systems؛ ideal L2 self؛ L2 learning experience؛ motivated learning behavior؛ Motivation؛ ought-to L2 Self
عنوان مقاله [English]
تغییرات انگیزشی در یادگیری زبان انگلیسی بعنوان زبان خارجی: رفتار یادگیری انگیزشی، مهارت زبانی و جنسیت
نویسندگان [English]
مجید قربانی1؛ شکوه رشوند سمیاری2
1گروه زبان انگلیسی، دانشکده علوم انسانی، واحد تهران شرق، دانشگاه آزاد اسلامی، تهران، ایران
2گروه زبان انگلیسی، دانشکده علوم انسانی، واحد تهران شرق، دانشگاه آزاد اسلامی، تهران، ایران.
چکیده [English]
تغییرات انگیزشی با وجود آنچه در گذشته پنداشته می‌شد دیگر به‌عنوان یک پدیده ثابت مد نظر قرار نمی‌گیرد. این تغییرات اکنون به‌عنوان یکی از عناصر تفاوت فردی انگاشته شده‌است که پیوسته تحت تأثیر عوامل بافتی قرار می‌گیرد. پژوهش حاضر با استفاده از دیدگاه سیستم پویا و بر اساس نظریه خودانگیزشی زبان دوم دورنیه (۲۰۰۵) برای بررسی تغییرات رفتاری و انگیزشی زبان‌آموزان زن و مرد در سطوح مختلف مهارت زبانی بازه زمانی را مد نظر قرار داده‌است. به این منظور تعداد ۵۹۰ نفر دانشجوی زن و مرد در سطح مبتدی تا متوسطه بالا پرسشنامه عاملی انگیزشی در بازه زمانی یک ماهه و در طول یک نیم‌سال تحصیلی را تکمیل نمودند. یافته‌ها نشان داد که انگیزش دانشجویان احتمالاً تحت اصول سیستم پویا قابل ارزیابی بوده‌است. ما همچنین دریافتیم که انگیزش دانشجویان چگونه در طول بازه زمانی تغییر کرده و چگونه می‌توان این تغییرات را به‌گونه‌ای نسبتاً ثابت پیش‌بینی نمود. افزون بر این، نشان داده شد که پیشرفت‌های رفتاری و انگیزشی تحت تأثیر سطوح مختلف مهارت زبانی و جنسیت دانشجویان قرار گرفته‌ است. کاربردهای آموزشی و پیشنهادهایی برای پژوهش‌های آتی نیز ارائه گردید.
کلیدواژه‌ها [English]
انگیزش, تجربه یادگیری زبان دوم, سیستم‌های پویا, خودِ آرمانی زبان دوم, خودِ بایسته زبان دوم, رفتار یادگیری انگیزشی
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