انواع نیروهای انگیزشی و نقش آنها در ایجاد روانی در تکلم به زبان انگلیسی به عنوان زبان خارجی

فصلنامه علمی روش ها و مدل های روانشناختی

مقاله 12، دوره 9، شماره 31، اردیبهشت 1397، صفحه 203-234   

نوع مقاله: مقاله پژوهشی

نویسندگان

غلامحسین شاهینی^{* 1}؛ فاطمه شاه امیریان²

¹استادیار بخش زبانهای خارجی و زبانشناسی، دانشگاه شیراز

²دانشجوی کارشناسی ارشد آموزش زبان انگلیسی، دانشگاه شیراز

تاریخ دریافت: 14 اسفند 1396،  تاریخ پذیرش: 09 شهریور 1397 

چکیده

با توجه به نقش روانی در تکلم، مطالعه ی کیفی حاضر با استفاده از مصاحبه ی باز به بررسی نقش انگیزه و انواع نیروهای انگیزشی در بهبود روانی در تکلم به زبان انگلیسی پرداخته است. بدین منظور 17 نفر (7زن و 10مرد) از افرادی که زبان انگلیسی را بسیار روان صحبت می کردند و این روانی در تکلم را در محیطی خارج از کشورهای انگلیسی زبان مانند ایران بدست آورده بودند، به صورت هدف مند برای مصاحبه برگزیده شدند. شرکت کنندگان شامل 11 زبان آموز از دانشگاه شیراز و دانشگاه آزاد اسلامی شیراز و 6 نفر از مدرسان موسسات زبان انگلیسی در شیراز بودند. پس از ضبط صوتی مصاحبه ها و پیاده نمودن آنها، داده ها مورد تجزیه و تحلیل قرار گرفتند. بر اساس نتایج، انگیزه عامل اصلی روانی در تکلم بود که موجب ایجاد اشتیاق و پشتکار در سخن گویان گردید. یافته ها حاکی از آن بود که هرچند سخن گویان از انگیزه ی درونی و بیرونی برخوردار بودند اما انگیزه ی درونی نقش مهم تری در روانی در تکلم از خود نشان داد. همچنین سخن گویان از سویی از انگیزه های درونی دانش ، دستاورد و تحریک برخوردار بوده و از سوی دیگر از انگیزه های خارجی تنظیم بیرونی، تنظیم مقررات مداخله ای و تنظیم مشخص شده بهره جستند. بر خلاف انگیزه‌ی یک پارچه، انگیزه ی ابزاری هیچ نقشی در پیشبرد روانی در تکلم این افراد ایفا ننمود. به علاوه، تمام سخن گویان روانی در تکلم خود را به منظور اهداف فردی بهبود بخشیدند تا اهداف جمعی.

کلیدواژه‌ها

انگلیسی به عنوان زبان خارجی؛ مهارت های زبان؛ انگیزه؛ تکلم

عنوان مقاله [English]

Types of Motivational Forces and their Roles in Building Fluency in Speaking English as a Foreign Language

نویسندگان [English]

Gholamhossein Shahini¹؛ Fatemeh Shahamirian²

¹Shiraz University

²Shiraz University

چکیده [English]

This paper aimed at identifying the contribution of motivation and the types of motivational forces in improving English language speaking fluency. To this end, the most fluent EFL speakers (17 students and teachers) who had picked up fluency in their own country were purposefully selected to be interviewed. The results showed that without motivation, fluency in speaking was not attainable and it was motivation that resulted in enthusiasm and perseverance in gaining fluency. Moreover, the findings revealed that although the participants possessed both intrinsic and extrinsic motivation, intrinsic motivation played a more significant role in enhancing speaking fluency. Besides, the participants enjoyed all types of intrinsic motivation, that is, IM- Knowledge, IMA-Accomplishment, and IM-Stimulation. In addition, the participants benefitted from all categories of extrinsic motivation, that is, external, interjected, and identified regulation. However, unlike integrative motivation, instrumental motivation fulfilled no role in promoting speaking fluency. The findings indicated as well that since all participants improved their fluency to meet their personal goals, they were individually-oriented rather than socially-oriented. Finally, it was concluded that in order for language learners to be able to achieve fluency in L2, they must be motivated first and the types of motivational forces they are provided with should be of concern.

کلیدواژه‌ها [English]

EFL, Fluency, Language skills, Motivation, Speaking

مراجع

Aggouni, A. (2015). The role of motivation in enhancing learners’ speaking           

               performance in English classrooms. Unpublished M.A. thesis, University of

               Biskra, Algeria.

Arshadi, N., Ahmadi, E., & Etemadi, A. (2010). The effect of the safety climate and    

               conscientiousness on the safety performance with mediating role of

               motivation. Psychological Models and Methods, 2(5), 101-116.

Bailey, K. M., & Savage, L. (1994). New ways in teaching speaking (Eds.).

               Alexandria, VA: TESOL.

Behroozi, M., & Amoozegar, A. (2014). Challenges to English Language Teachers of

               Secondary Schools in Iran. Procedia - Social and Behavioral Sciences, 136,

               203-207.

Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to

              language pedagogy (4th ed.). White Plains, NY: Pearson Education.

Brumfit, C. (1984). Communicative methodology in language teaching: The roles of

             fluency and accuracy. Cambridge, UK: Cambridge University Press.

Chastain, K. (1988). Developing second-language skills: Theory and practice (3rd ed.).

               Orlando: Harcourt Brace Jovanovich.

Clement, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and

               group cohesion in the foreign language classroom. Language Learning,

              44(3), 417-448.

Council of Europe. (2001). Common European framework of references for languages:

              Learning, teaching, assessment.  Cambridge, UK: Cambridge University

              Press.

Deci, E. L. (1975). Intrinsic motivation. New York: Plenum Press.

Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The

              Modern Language Journal, 78(3), 273-284.

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge,

              UK: Cambridge University Press.

Dorshomal, N., Gorjian, B., & Pazhakh, A. (2013). The role of pedagogical films in   

               developing Iranian pre-intermediate EFL learners’ speaking skill: The case of   

                motivation. International Journal of Language Learning and Applied 

                Linguistics World, 4(4), 254-268.

Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford: Oxford

               University Press.

Gao, X., & Lamb, T. (2011).Exploring links between identity, motivation and

             autonomy. In G. Murray, X. Gao, & T. Lamb (Eds.), Identity, motivation and

              autonomy in language learning (pp. 1-8). Bristol: Multilingual Matters.

Gardner, R. C. (1985). Social psychology and second language learning: The role of

              attitudes and motivation. London, UK: Edward Arnold.

Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language

              learning. Rowley, MA: Newbury House Publishers.

Gardner, R. C., & MacIntyre, P. D. (1993). A student’s contributions to second

              language learning. Part II: Affective variables. Language Teaching, 26, 1-11.

Ghanea, M., Zeraat Pisheh, H. R., & Ghanea, M. H. (2011). The relationship between

               learners’ motivation (integrative and instrumental) and English proficiency  

               among Iranian EFL learners. World Academy of Science, Engineering, and

               Technology, 59, 458-464.

Goldberg, E.,& Noels K. A. (2006). Motivation, ethnic identity, and post-secondary

               education language choices of graduates of intensive French language

               programs. Canadian Modern Language Review, 62(3), 423-447.

Gorges, J., Kandler, Ch., & Bohner, G. (2012). Internalization at home: Using learning

              motivation to predict students’ attitudes toward teaching in a foreign

              language. International Journal of Educational Research, 53, 107-116.

Harmer, J. (2015). The practice of English language teaching (5th ed.). Harlow, UK:

              Pearson Longman.

Hudson, G. (2000). Essential introductory linguistics. Malden, MA: Blackwell

              Publishers.

Istanto, J. W. (2009). The use of films as an innovative way to enhance language

             learning and cultural understanding. Electronic Journal of Foreign Language

             Teaching, 6(1), 278–290.

Jannati, M., & Marzban, A. (2014). The relationship between Iranian EFL learners’  

             motivation and their English proficiency level. Journal of Studies in Learning

             and Teaching English, 2(6), 65-79.

Khoiriyah, S. L. (2016). The correlation among attitude, motivation and       

            speaking achievement of college students across personality factors.   

            OKARA Jurnal Bahasa Dan Sastra, 10(1), 78-92.

Khosravi, S., Rezaee, M. J., Sheikh Ahmadi, S. A., & Agajanzade, M. (2015). The

             effect of motivation on young Kurdish learner on the learning English

              speaking as second language in Iran. International Journal of Language

              Learning and Applied Linguistics World, 9(3), 142-155.

Liu, X. (2010). Arousing the college students’ motivation in speaking English through

             role-play. International Education Studies, 3(1), 136-144.

Mallik, S. (2017). Motivation as a promoting determinant in second and foreign

              language classroom: A review. European Journal of Foreign Language

              Teaching, 2(1), 90-101.

Marzban, H., & Sadighi, F. (2013). A study of the impact of motivation and attitude on

              speaking in academic contexts: A case of Iranian EFL university students.

              International Journal of Language Learning and Applied Linguistics World,

             3(4), 154-177.

Moltafet, Gh., Azarbon, B. (2015).  The prediction of life satisfaction based on  

             family communication patterns mediated by religious motivation.  

             Psychological Models and Methods, 6(20), 17-36.

Nation, I. S. P. (1989). Improving speaking fluency, System, 17(3), 377-384.

Noels, K. A. (2001). Learning Spanish as a second language: learners’ orientations and

               perceptions of their teachers’ communication style. Language Learning,

               51(1), 107-144.

Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning.

               Procedia- Social and Behavioral Sciences. 29, 994-1000.

Pahlavannejad, M. R., & Nejatiyan Bostani, H. (2013). The role of EFL teachers in

               increasing high school students’ motivation in classroom. International

              Journal of Education and Research, 1(10), 1-8.

Rahimi, M., & Hosseini Karkami, F. (2015). The role of teachers’ classroom discipline

              in their teaching effectiveness and students’ language learning motivation and

               achievement: A path method. Iranian Journal of Language Teaching

               Research, 3(1), 57-82.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language

              teaching (3rd ed.). Cambridge, UK: Cambridge University Press.

Ryan, R. M. & Connell, J. P. (1989). Perceived locus of causality and internalization:

              Examining reasons for acting in two domains. Journal of Personality and

              Social Psychology,57(5), 749-761.

Salehi, H., & Yunus, M. M. (2012). The washback effect of the Iranian universities

               entrance exam: Teachers’ insights. GEMA Online Journal of Language

               Studies, 12(2), 609-628. Retrieved August 12, 2016, from                                                                             https://www.researchgate.net/publication/286484868_The_Washback_Effect_Of_The_Iranian_Universities_Entrance_Exam_Teachers’_Insights.

Saunders, W. M., & O’Brien, G. (2006). Oral language. In F. Genesee, K. Lindholm-

               Leary, W.M. Saunders, & D. Christian (Eds.), Educating English language     

              learners: A synthesis of research evidence (pp. 14-63). Cambridge, UK:

              Cambridge University Press.

Scarcella, R. C., & Oxford, R. L.  (1992). The tapestry of language learning: The

             individual in the communicative classroom. Boston, MA: Heinle and Heinle

             Publishers.

Schmidt, R. (1992). Psychological mechanisms underlying second language fluency.

             Studies in Second Language Acquisition, 14, 357-385.

Spawa, C. M. C., & Hassan, F. (2013). “I doesn’t know English”: Beliefs and practices

             in the teaching of speaking in ESL classroom. Social Sciences and Humanities,

            21 (2), 449-460. Retrieved September 10, 2016, from http://www.pertanika.upm.edu.my/Pertanika%20PAPERS/JSSH%20Vol.%2021%20 (2)%20Jun.%202013%20(View%20Full%20Journal).pdf.

Takase, A. (2007). Japanese high school students’ motivation for extensive L2 reading.

            Reading in a Foreign Language, 19(1), 1-18.

Ur, P. (2012). A course in English language teaching (2nd ed.). Cambridge, UK:

           Cambridge University Press.

Vaezi, Z. (2008). Language learning motivation among Iranian undergraduate students.

           World Applied Sciences Journal, 5(1), 54-61.

Vatankhah, M., Samani, S. (2016). Mediating role of achievement motivation for   

            perfectionism and achievement goal in professional athletics. Psychological

            Models and Methods, 7(24). 103-126.

Yousofi, N., & Naderifarjad, Z. (2015). The relationship between motivation and

            pronunciation: A case of Iranian EFL learners. Journal of Applied Linguistics

            and Language Research, 2(4), 249-262.

Zaremba, A. J. (2006). Speaking professionally. Canada: Thompson South-Western.