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تاثیر برنامه ریزی عصبی-کلامی بر استقلال و خودکارآمدی یادگیرندگان غیر فارسی زبان | ||
| زبان پژوهی | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 28 مهر 1400 اصل مقاله (797.73 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jlr.2021.36528.2050 | ||
| نویسندگان | ||
| علیرضا کیوانی1؛ محمد رضا اروجی* 2؛ سکینه جعفری1؛ سیروس ایزدپناه3 | ||
| 1گروه زبان و زبانشناسی، دانشگاه آزاد اسلامی، زنجان، ایران | ||
| 2دانشگاه آزاد اسلامی، واحد زنجان، گروه زبانشناسی، زنجان، ایران | ||
| 3استادیار آموزش زبان انگلیسی، واحد زنجان ، دانشگاه آزاد اسلامی ، زنجان ، ایران | ||
| چکیده | ||
| در سالهای اخیر مطالعات انجام شده در حوزه برنامه ریزی عصبی-کلامی تاثیر آن را در کلاسهای زبان خارجی/زبان دوم نشان دادهاند و هدف این پژوهش نیز بررسی این است که آیا برنامه ریزی عصبی-کلامی (NLP) تاثیر آماری مهمی بر استقلال و خودکارآمدی یادگیرندگان زبان فارسی دارد؟ به همین دلیل 64 دانشجو به صورت غیرتصادفی از طریق نمونه گیری دردسترس از میان زبان آموزان خارجی سطح متوسط مشغول به تحصیل در دانشگاهها و موسسات آموزش عالی شهر تهران انتخاب شدند و در 2 کلاس جدا قرار گرفتند. برای اطمینان از یکدستی دانشجویان پرسشنامه استقلال و مقیاس خودکارآمدی پیش از آموزش اجرا شدند. سپس آموزش شروع شد و گروه آزمایشی در معرض تکنیکهای برنامه ریزی عصبی-کلامی قرار گرفت. در انتهای آموزش به هر دو گروه پرسشنامه استقلال و مقیاس خودکارآمدی داده شد. نتایج آزمون منکووا نشان داد که استفاده از تکنیک های برنامه ریزی عصبی-کلامی تأثیر مهمی بر روی هر دو متغیر وابسته مورد مطالعه داشت. نتایج این تحقیق میتواند برای معلمان و متخصصین آموزش زبان مفید باشد. | ||
| کلیدواژهها | ||
| آموزش زبان فارسی به غیرفارسی زبانان؛ آزفا؛ استقلال؛ برنامه ریزی عصبی-کلامی؛ خودکار آمدی | ||
| عنوان مقاله [English] | ||
| The effect of the Neuro-linguistic Programming (NLP) on PFL learners' Autonomy and Self-efficacy | ||
| نویسندگان [English] | ||
| Alireza Keyvani1؛ Mohammad Reza Oroji2؛ Sakine Jafari1؛ Siros Izadpanah3 | ||
| 1Department of English and Linguistics, Zanjan Branch, Islamic Azad University, Zanjan, Iran | ||
| 2department of linguistics, Zanjan Branch, Islamic Azad University, Zanjan, Iran | ||
| 3Department of English and Linguistics, Zanjan Branch, Islamic Azad University, Zanjan, Iran | ||
| چکیده [English] | ||
| 1. Introduction Neuro Linguistic Programing (NPL) is an approach that offers ways to deal with life’s opportunities. It makes us aware of how things work. This also leads us to studying and modeling successful people in different situations. This can help us improve our communication both consciously and unconsciously. It also increases our ability to master changes. It includes the word ‘neuro’, meaning the information we take in through our senses influences our neurological function. It means in order to be a better learner, we listen better and are more observant, so we are more open to our own and other people’s experience. This helps us to make good decisions. It also includes the word ‘linguistic’, meaning as we are more aware of language, so we get better information for making decisions. By the word ‘programing’, we mean habits. NLP teaches us how we can develop and encourage useful habits. In general, NLP means using language to program our nervous system into more useful habits. NLP teaches that people are able to directly perceive a small part of the world using their conscious awareness and that this view of the world is filtered by experience, beliefs, values, assumptions, and biological sensory system. NLP argues that people act and feel based on their perception of the world and how they feel about that world they subjectively experience. Using NLP, a person can model the more successful parts of their own behaviors in order to reproduce it in areas where that are less successful. It is believed that learners must develop their linguistic strategies to become independent (Harmer, 2001). The outcomes of some studies on Neuro-linguistic programing illustrate that these techniques will help the second language learning. In order to highlight the NLP techniques in learning the second language, Tosey and Mathison (2003) have gone out of their ways to do so. On the other hand, scientists believe that the use of these techniques and programs is one of the ways to reach independence (Holec, 1981). Unfortunately, so far, there has been a scarcity in the studies of the role of the NLP in different fields (Moore, 2009). Teachers as well as students mostly focus their education on the content, without caring about the dominance over the learners’ minds. The authors of this study have not found much research in the Teaching Persian to Speakers of Other Languages (TPSOL) scope with regards to the NLP techniques. In English, the study of the relationship between the NLP and other variables such as gender, education level, experience and academic achievements has been accounted for (Pishghadam, Shapoori, & Shayesteh, 2011). This study must be significant since, on the one hand, it is an attempt in the improvement of independence, which is quite necessary for foreign language learners, and it is also an effort in figuring out the effects of the NLP on the improvement of the psychology factor, on the other hand. It must be added that the NLP techniques would lead to learners’ autonomy. 2. Materials and Methods Based on a quasi-experimental design, including pre-test, treatment, and post-test, the present study sought to investigate the effect of using NLP techniques on the learners’ autonomy and self-efficacy of Iranian PFL learners. In so doing, 64 participants who were studying Persian in different universities and Tehran institutes for higher education, were randomly selected. These 64 learners were randomly divided into two groups, namely control and experimental ones. Control group included 31 , whereas the experimental group included 33 learners. After pilot study and figuring out the reliability and validity of the researcher-made placement test, this test was distributed among the learners. 3. Results and Discussion The results showed that both groups enjoyed homogeneity in terms of linguistic skills. In addition, in order to see whether the two groups were homogenous in terms of self-efficacy and autonomy, the two questionnaires of autonomy by Zhang and Lee (2004) and self-efficacy by Rahemi (2001) were administered to the two groups before the treatment. During the treatment, the experimental group was exposed to the NLP techniques. Among all the techniques, only ‘rapport’ and ‘anchorage’ techniques were used. In the end, the two questionnaires of self-efficacy and autonomy were administered to the same groups. The textbook which was used was the intermediate level of ‘Mina’ book which was the same for the two groups. 4. Conclusions Using SPSS (25), the results of MANCOVA indicated that the use of NLP techniques had a significant impact on all the two dependent variables of the study. This study could be beneficial to the teachers and researchers of second and foreign language learning. | ||
| کلیدواژهها [English] | ||
| Autonomy, Neuro-Linguistic Programming, Persian as a foreign Language (PFL), self-efficacy, Teaching Persian to Speakers of Other languages | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 501 تعداد دریافت فایل اصل مقاله: 90 |
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