پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شمارهها | 909 |
| تعداد مقالات | 7,472 |
| تعداد مشاهده مقاله | 12,083,876 |
| تعداد دریافت فایل اصل مقاله | 8,550,976 |
بررسی تأثیر الگوی تدریس مبتنی بر «هَیَجامَد» بر هوشفرهنگی زبانآموزان غیرفارسیزبان | ||
| زبان پژوهی | ||
| مقاله 3، دوره 12، شماره 35 - شماره پیاپی 15، شهریور 1399، صفحه 55-82 اصل مقاله (650.76 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jlr.2019.23439.1627 | ||
| نویسندگان | ||
| رضا پیش قدم* 1؛ شیما ابراهیمی2 | ||
| 1استاد پیوسته آموزش زبان انگلیسی و استاد وابسته علومتربیتی دانشگاه فردوسی مشهد | ||
| 2استادیار آموزش زبان فارسی، دانشگاه فردوسی مشهد | ||
| چکیده | ||
| از آن جاییکه زبانآموزان دارای پیشینههای فرهنگی متفاوتی هستند، باید از هوش فرهنگی مناسبی برای یادگیری زبان فارسی به عنوان زبان دوم برخوردار باشند. هوشفرهنگی اینامکانرابه زبانآموز میدهدتابا بهکارگیریدانشودقتعمل،تفاوتهایفرهنگیرادریابدودربرخوردبادیگر فرهنگهارفتاردرستیدرپیشگیرد. در پژوهش حاضر، در راستای اهمیت هوش فرهنگی در زبانآموزی و به منظور کیفیتبخشی روش تدریس زبان فارسی، الگویی به نام الگوی «هَیَجامَد» معرفی شدهاست. الگوی هَیَجامَد به نقش حواس و هیجانات در زبانآموزی پرداخته و متشکل از سه مرحلة هیچآگاهی (تهی)، برونآگاهی (شنیداری، دیداری، لمسی-حرکتی) و درونآگاهی (درونی و جامع) است. به منظور سنجش تأثیر استفاده از این الگو بر هوشفرهنگی فراگیران زبان فارسی از دو پرسشنامة هَیَجامَد و هوشفرهنگی استفاده شد. 60 زبانآموز زن غیرِ فارسیزبان از 16 کشور با سطح زبانی یکسان در زبان فارسی (سطح زبان فارسی 7) به روش نمونهگیری در دسترس انتخاب شدند. آنها پس از گدراندن 22 جلسه آموزش برای 4 گروه (هر گروه شامل 15 نفر) و در مدت زمان 6 هفته، بر اساس الگوی هَیَجامَد مورد ارزیابی قرارگرفتند. یافتههای پژوهش نشان داد که تدریس مبتنی بر الگوی هَیَجامَد بر میزان هوشفرهنگی زبانآموزان غیرفارسیزبان تأثیر معنادارِ مثبت داشتهاست و کیفیت یادگیری زبان فارسی را از طریق ایجاد ارتباط بینفرهنگی میان مدرس و زبانآموزان افزایش دادهاست. بنابراین به نظر میرسد از این الگو میتوان در تدریس زبان فارسی و مهارتهای مربوط به آن بهره برد و درک بینفرهنگی زبانآموزان را سادهتر کرد. | ||
| کلیدواژهها | ||
| یادگیری زبان فارسی؛ هَیَجامَد؛ هوشفرهنگی؛ هیجان؛ حواس | ||
| عنوان مقاله [English] | ||
| Examining the Effects of Emotioncy-based Language Instruction on Non-Persian Language Learners’ Level of Cultural Intelligence | ||
| نویسندگان [English] | ||
| Reza Pishghadam1؛ Shima Ebrahimi2 | ||
| 1Professor of English Language Education, Ferdowsi university of Mashhad | ||
| 2Assistant Professor of Persian Language Teaching, Ferdowsi university of Mashhad | ||
| چکیده [English] | ||
| Given their diverse cultural backgrounds, language learners should possess an appropriate level of cultural intelligence to learn Persian as a second language. In recent years, various students from different cultural backgrounds have joined the education system of Iran, most of whom are non-native Persian speakers with little previous exposure to the Persian language. In such a situation, owing to the lack of intercultural adaptation, individuals may experience culture shock. Culture shock is the type of experience that second language learners might face while learning a language in a different context. Therefore, learning the target culture in second language learning classes turns into a crucial concern. Cultural intelligence which is nowadays a buzzword refers to individuals' sensitivity and adaptability to cultural issues, contributing to more intercultural understanding. Cultural intelligence, which manifests itself in intercultural communcations, is a form of communicitve competence that highlights effective interpersonal interactions in culture-bound situations. According to Earley and Ang (2003), cultural intelligence corresponds to the individuals’ successful compatibility with the cultural environments which are different from those of their own. Students’ cultural intelligence can help them understand the target language norms and values and have more effective communication with their teachers. Owing to the importance of this new form of intelligence and its potential role in the enrichment of Persian teaching methods, the current study intends to introduce and thereafter implement the emotioncy-based language instruction (EBLI) model, constituting avolvement (null), exvolvement (auditory, visual, and kinesthetic) and involvement (inner and arch). Emotioncy, which is a blend of emotion and frequency of the exposure to different senses, was first introduced by Pishghadam, Tabatabeeyan, and Navari (2013, p. 149). The concept is based on developmental, individual differences, relationship-based (DIR) model that takes emotions as the basis of learning. According to the emotioncy model, the vocabularies of a given language have different emotional levels for different people, and the higher the level of emotioncy for a word is, the easier it is to be learned. Emotioncy consists of different types and kinds including avolvement (null), exvolvement (auditory, visual, and kinesthetic), and involvement (inner and arch). In this categorization, null refers the person with no previous experience of a given item/concept. At the auditory level, the person is supposed to have heard some points about the given word. At the visual level, the person has not only heard about the concept but has seen it as well. The next level is the kinesthetic, at which the person touches the item in addition to involving the senses mentioned above. At the inner level, the person directly experiences the item and at the final level, namely arch, the person reaches the highest level of knowledge about the concept by conducting research on it. It should be also mentioned that emotioncy levels are hierarchical. To evaluate the extent to which this model contributes to the build-up of the Persian language learners’ cultural intelligence, the emotioncy and cultural intelligence scales were used to collect data from 60 non-Persian female students coming from 16 different nationalities. The participants were categorized into four groups and were instructed based on the varieties of the EBLI in a total of 22 sessions during 6 weeks. Four cultural issues addressing different dimensions of the Iranian culture were selected in a way to be unfamiliar to the participants. To check the level of familiarity, the participants were asked to take a scale containing 12 culture-related issues and concepts to guarantee that they had zero knowledge of them. To make the comparisons more logical, the researchers tried to teach all cultural issues and concepts to all groups of participants in a way that everybody could experience all types of emotioncy levels (null, auditory, visual, kinesthetic, inner, and arch). The instructor’s overall evaluation of the learners revealed that the EBLI could significantly boost the non-Persian language learners’ level of cultural intelligence. It was further concluded that those language learners with higher levels of cultural intelligence see classes as a place where they can improve their linguistic competence, have better ideas and stronger relations, and communicate more effectively with their teachers and classmates. They, therefore, can openly express their feelings, easily accept others, and speed up their own language learning process. Consequently, The EBLI is suggested to be applied in Persian language teaching classes. In the end, it is our belief that this new perspective which places more emphasis on the interface of sense and emotion can open up new horizons for second language teachers to do more research into it, contributing to language learning processes. | ||
| کلیدواژهها [English] | ||
| Persian learning, emotioncy, cultural intelligence, emotion, senses | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
ابراهیمی، شیما، رضا پیشقدم، اعظم استاجی و سید امیر امینیزدی. (1396 الف). «معرفی هَیَجامَد و بررسی تأثیر آن در غرقگی و سبکهای یادگیری فارسیآموزان غیرایرانی». پژوهشنامه آموزش زبان فارسی به غیرفارسی زبانان. سال 6. دورة 1. صص 57-82. ابراهیمی، شیما، رضا پیشقدم، اعظم استاجی و سید امیر امینیزدی. (1396 ب). «بررسی تأثیر استفاده از الگوی «هَیَجامَد» بر نگرش به یادگیری زبانآموزان». مطالعات زبان و ترجمه. شمارة 2. صص 1-31. پیشقدم، رضا؛ طباطبائیان، مریم السادات.؛ ناوری، صفورا. (1392). تحلیل انتقادی و کاربردی نظریههای فراگیری زبان اول از پیدایش تا تکوین. مشهد: دانشگاه فردوسی مشهد. پیشقدم، رضا و آیلین فیروزیانپوراصفهانی (1396). «معرفی «هَیَجامَد» بهعنوان ابزاری مؤثر در پذیرش نوواژههای مصوب فرهنگستان زبان و ادب فارسی». جستارهای زبانی. سال 5. دورة 85. صص 79-105. رحیمنیا، فریبرز، سعید مرتضوی و طوبی دلارام (1388). «بررسی میزان تأثیر هوشفرهنگی بر عملکرد وظیفهای مدیران (مورد مطالعه: شعب بانک اقتصاد نوین استان تهران)». مدیریت فردا. دورة 8 . شمارة 22. صص 7-78. ضیاءحسینی، سید محمد. (1385). روش تدریس زبان فارسی به فارسیآموزان خارجی. تهران: نشر سخن. عباسعلیزاده، منصوره. (1386). تبیین رابطه هوشفرهنگی با انگیزه توفیقطلبی مدیران در وزارت نفت جمهوری اسلامی ایران. پایاننامه کارشناسی ارشد. دانشگاه آزاد اسلامی(واحد تهران مرکز). عباسیان، فهیمه. (1392)، بررسی رابطه میان هوشفرهنگی و توانش ارتباطی در غیرفارسیزبانان (مطالعه موردی فارسیآموزان خارجی). پایاننامه کارشناسیارشد. دانشگاه فردوسی مشهد. غفاری، جعفر .(1387). بررسی رابطه هوش عاطفی و هوشفرهنگی بر عملکرد مدیران مدارس حوزه علمیه، پایاننامه کارشناسی ارشد. دانشگاه آزاد اسلامی (واحد تهران مرکز). کاظمی، معصومه. (1387). بررسی رابطه هوشفرهنگی با عملکرد کارکنان جامعهالمصطفیالعالمیه. پایاننامه کارشناسی ارشد. دانشگاه تهران. مهران، پریسا، الهه ستودهنما و سوسن مرندی. (1394). «دیدگاههای زبانآموزان در مورد فرهنگ و بازتاب آن در آموزش زبان انگلیسی به دانشجویان ایرانی». زبانپژوهی. دورة 7 . شمارة 17. صص 143-174. نائیجی، محمود و منصوره عباسعلیزاده (1390). «هوشفرهنگی و رابطه آن با ویژگیهای کارآفرینانه مدیران سازمانهای غیرانتفاعی در ایران». فصلنامه توسعه کارآفرینی. سال 3. دورة 12. صص 27-44. References
Abbasalizade, M. (2008). Elaborating the relationship between cultural intelligence and managers’ success motivation in the ministry of oil in the Islamic republic of Iran (Unpublished Master thesis). Azad University, Tehran, Iran [In Persian].
Abbasian, F. (2014). Examining the relationship between cultural intelligence and communicative competence in non-Persian language learners (Unpublished Master thesis). Ferdowsi University of Mashhad, Mashhad, Iran [In Persian].
Alptekin, C. (1993). Target-language culture in EFL materials. ELT Journal, 47(2), 136-143.
Ang, S., Van Dyne, L., Koh, C., Ng, K. Y., Templer, K.J., Tay, C., & Chandrasekar, N. A. (2007). Cultural intelligence: its measurement and effects on cultural judgment and decision making, cultural adaptation, and performance. Management and Organization Review, 3 (3), 335-371.
Baez, D. (2012). Cultural intelligence in foreign language classes (Unpublished PhD dissertation). Indiana State University, Indiana, USA.
Baines, L. (2008). A teachers’ guide to learning multisensory improving literacy by engaging the senses. Virginia: Association for supervision and curriculum development (ASCD).
Borsipour, B. (2016). Emotioncy and willingness to read: a case of Iranian EFL learners (Unpublished Master thesis). Ferdowsi University of Mashhad, Mashhad, Iran.
Brooks, N. (1968). Teaching culture in the foreign language classroom. American Council on the Teaching of Foreign Languages, 1(3), 204-217.
Earley, P., & Ang. S. (2003). Cultural intelligence: individual interactions across cultures. California: Stanford University Press.
Ebrahimi, Sh., Estaji, A., Pishghadam, R., & Aminyazdi, A. (2017). Assessing the effect of emotioncy model on non-Persian students’ attitude. Language and Translation Studies, 2(50), 1-31 [In Persian].
Ebrahimi, Sh., Pishghadam, R., Estaji, A., & Aminyazdi, A. (2017). Introducing emotioncy and exploring its effect on flow and learning styles of learners of Persian as a foreign language. Journal of Teaching Persian to Speakers of Other Languages, 1(13), 57-82 [In Persian].
Furnham, A. (1994). Communicating in foreign lands: the cause, consequences and cures of culture shock. In M. Byram (Ed.), Culture and Language Learning in Higher Education. Great Britain: Short Run Press.
Genc, B., & Bada, E. (2005). Culture in language learning and teaching. The Reading Matrix, 5, 73-84.
Ghaffari, J. (2009). Examining the emotional intelligence and cultural intelligence on the performance of Howza (Unpublished Master thesis). Azad University of Tehran, Tehran, Iran [In Persian].
Ghonsooly, B., Sharififar, M., Raeisi Sistani, Sh., & Ghahari, Sh. (2013). Cultural intelligence in foreign language learning contexts. Cultures, 6, 47-68.
Greenspan, S. I., & Weider, S. (2006). Engaging Autism: using the floortime approach to help children relate, think, and communicate. Cambridge: Da Capo Press.
Greenspan, S., & Shanker, S. (2004). The first idea: how symbols, language and intelligence evolved from our primate ancestors to modern humans. New York: Perseus Publishing.
Greenspan, S., & Weider, S. (1998). The child with special needs. encouraging Intellectual and Emotional Growth. New York: Perseus Publishing.
Huff, K.C. (2013). Language, culture intelligence and expatriate success. Emerald Group Publishing Limited, 36(6), 596-612.
Ji, L.J., Zhang, Zh., & Nisbett, R.E. (2004). Is it culture or is it language? Examination of language effects in cross-cultural research on categorization. Journal of Personality and Social Psychology, 87(1), 57-65.
Kazemi, M. (2009). Examining the relationship between cultural intelligence and the performance of employees in Jameatolmostafa (Unpublished Master thesis). University of Tehran, Tehran, Iran [In Persian].
Kramsch, C., Cain, A., & Murphy-Lejeune, E. (2009). Why should language teachers teach culture? Language, Culture and Curriculum, 9(1), 99-107.
Livermore, D. (2009). Leading with cultural intelligence: the new secret to success. New York: AMACOM.
Mehran, P., Sotodenama, E., & Marandi, S. (2016). Iranian EFL Learners' Beliefs about Culture and its Reflection on Teaching English Language. Zabanpazhuhi. 7 (17), 143-174 [In Persian].
Montessori, M. (1912). The Montessori method. New York: Frederick A. Stokes Company.
Morgan, C. (1993). Attitude change and foreign language culture learning. Language Teaching, 26 (2), 63-75.
Naiji, M. J., & Abbasalizade, M. (2012). Cultural intelligence and its relationship with entrepreneurship characteristics in non-governmental organizations in Iran. Faslname Toseye Karafarini, 3(12), 27-44 [In Persian].
Piasecka, L. (2011). Sensitizing foreign language learners to cultural diversity through developing intercultural communicative competence. In J. Arabski & A. Wojtaszek (eds.), Aspects of Culture in Second Language Acquisition and Foreign Language Learning (pp. 21-33). Berlin: Heidelberg: Springer.
Pishghadam, R. (2015). Emotioncy in language education: from exvolvement to involvement. Paper presented at the 2nd conference of Interdisciplinary Approaches to Language Teaching, Literature, and Translation Studies. 6-7 October 2015, Mashhad, Iran.
Pishghadam, R. (2016). Emotioncy, extraversion, and anxiety in willingness to communicate in English. Presented at the 5th international conference on language, Education and Innovation, 28th to 28th May 2016, United Kingdom, London.
Pishghadam, R., & Firuziyan Esfahani, A. (2017). Introducing emotioncy as an effective tool for the acceptance of Persian neologisms. Language Related Research, 8(5), 79-105 [In Persian].
Pishghadam, R., Tabatabaeyan, M., & Navari, S. (2013). A critical and practical analysis of first language acquisition theories: The origin and development. Mashhad: Ferdowsi University of Mashhad Press [In Persian].
Rahimnia, F., Mortazavi, S., Delaram, T. (2010). Examining the role of cultural intelligence on managers’ duties (a case study in Eghtesad Novin bank branches in Tehran). Modiriate Farda, 8(22), 7-78 [In Persian].
Salisbury, M., Paulsen, M. B., & Pascarella, E. T. (2010). To see the world or stay at home: applying and integrated student choice model to explore the gender gap in the intent to study abroad. Research in Higher Educations, 51(7), 615-640.
Shahian, L. (2016). Examining the Relationship between Flow, Emotioncy and reading comprehension: a case of Iranian EFL Learners (Unpublished Master thesis). Ferdowsi University of Mashhad, Mashhad, Iran.
Sinha, Ch., & Lopez, K.J. (2000). Language, culture and the embodiment of spatial cognition. Cognitive Linguistics, 11(1/2), 17-41.
Ward, C. (2001). The ABCs of acculturation. In D. Matsumoto (ed.), The handbook of culture and psychology. Oxford: Oxford University Press. 411-445.
Warger, C., & Burnette, J. (2000). Five strategies to reduce overrepresentation of culturally and linguistically diverse students in special education. ERIC EC Digest #E596. Washington, DC: ERIC Clearinhouse on Disabilities and Gifted Education.
Ziahoseini, M. (2007). Persian language teaching to non-Persian speakers. Tehran: Sokhan [In Persian]. | ||
|
آمار تعداد مشاهده مقاله: 760 تعداد دریافت فایل اصل مقاله: 392 |
||
