آمار
| تعداد نشریات | 5 |
| تعداد شمارهها | 117 |
| تعداد مقالات | 1,391 |
| تعداد مشاهده مقاله | 1,406,606 |
| تعداد دریافت فایل اصل مقاله | 1,373,632 |
Identity and Its Ramifications Among Advanced Adult Iranian Learners of English | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 5، دوره 9، شماره 2 - شماره پیاپی 18، دی 2021، صفحه 35-57 اصل مقاله (1.36 M) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2021.27193.1288 | ||
| نویسندگان | ||
| Behrooz Marzban1؛ Seyyed Mohammad Reza Adel* 2؛ Ahmad Reza Eghtesadi3؛ Mahmood Elyasi4 | ||
| 1PhD Candidate in ELT, Hakim Sabzevari University, Sabzevar, Iran | ||
| 2Associate Professor, Department of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran | ||
| 3Assistant Professor, Department of English Language and Literature, Farhangian University, Mashhad, Iran | ||
| 4Assistant Professor, Department of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran | ||
| چکیده | ||
| This study intended to investigate the effect of identity types on learners’ involvement, perceptions, and achievement scores using the validated L2 Quadripolar Questionnaire (Taylor, 2010), in the EFL context of Iran amongst the adult advanced learners of English in private institutions. Therefore, 170 participants, 69 females and 101 males were selected through convenience sampling. The data were analyzed using multivariate analysis of variance. The analysis of the relationship between the four main sub-constructs of the model and the two sub-constructs of involvement and perception showed significant mediation between the factors and achievement score of the language learners. Moreover, the finding of the study revealed that learners with strong public and imposed selves have a weak private self. Also, the other sub-constructs were determined to be affected by age and years of studying English. Females’ identity was dominantly reported to have higher ties with the sub-constructs of the L2 Quadripolar Model. | ||
| کلیدواژهها | ||
| identity؛ language learning؛ involvement؛ L2 Quadripolar Model؛ EFL | ||
| مراجع | ||
|
Aguillon, S. M., Siegmund, G. F., Petipas, R. H., Drake, A. G., Cotner, S., & Ballen, C. J. (2020). Gender differences in student participation in an active-learning classroom. Life Sciences Education, 19(2), 1-10.
Atai, M.R. & Mazlum, F. (2013). English language teaching curriculum in Iran: Planning and practice. Curriculum Journal, 24(3), 389-411.
Bakhtin, M. (1981). Dialogic Imagination. University of Texas Press.
Baumeister, R. F. (1986). (Ed). Public self and private self. Springer-Verlag.
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge University Press.
Bucholtz, M., & Hall, K. (2004). Language and identity. In A. Duranti (Ed.) A companion to linguistic anthropology (pp. 369-394). Blackwell.
Dornyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Dornyei, Z. (2009). The L2 motivational self-system. Motivation, Language Identity, and the L2 Self, 36(3), 9-11.
Eckert, P., & McConnell-Ginet, S. (2013). Language and gender. Cambridge University Press.
Ellis, R. (1997). SLA research and language teaching. Oxford University Press.
Ellis, R. (2008). The study of second language acquisition. Oxford University Press.
Foucault, M. (1972). The archaeology of knowledge. Tavistock.
Gao, Y., Jia, Z., & Zhou, Y. (2015). EFL learning and identity development: A longitudinal study in 5 universities in China. Journal of Language, Identity and Education, 14(3), 137-158.
Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125.
Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Stanford University Press.
Griffiths, R. (1991). Personality and second-language learning: Theory, research and practice. In E. Sadtano (Ed.), Language acquisition and the second/foreign language classroom (pp. 103–135). SEAMEO Regional Language Centre.
Hall, S. (1996). Introduction: Who needs identity? In S. Hall & P. du Gay (Eds.), Questions of cultural identity (pp. 1-17). Sage Publications.
Hall, S. (1997). The work of representation. In S. Hall (Ed.), Representation: Cultural representations and signifying practices (pp. 13-74). Sage Publications.
Harter, S. (2012). Construction of the self: Developmental and sociocultural foundations (2nd Ed). Guilford.
Higgins, T. E. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review 94(3). 319 –340.
Hosseini Fatemi, A., Pishghadam, R., Hashemi, M. R., & Adel, S. M. R. (2013). The chronotopical nature of identity construction: Case studies of narrative identities of EFL teachers. International Journal of Research Studies in Language Learning, 2(4), 33-48.
Huizhu, H. (2012). Mutual influences between learners' identity construction and English language learning in the first year of university study in China (M. Phil thesis, The University of Hong Kong. Retrieved from http://hub.hku.hk/handle/10722/173913).
Hymes, D. H. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Penguin.
Kessler, R. (2000). The soul of education: Helping students find connection, compassion, and character at school. ASCD.
Kramsch, C. (2004). Language, thought, and culture. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 235-261). Blackwell.
Lantolf, J. P. (2000). Sociocultural theory and second language learning. Oxford University Press.
Leary, M. R. (1995). Self-presentation: Impression management and interpersonal behavior. Brown & Benchmark.
Markus, H., & Nurius, P. (1986). Possible selves. American psychologist, 41(9), 954-969.
Mead, G. H. (1934). Mind, self, and society from the standpoint of a social behaviorist. University of Chicago Press.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31.
Norton, B. (2012). Identity and second language acquisition. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-8). Wiley.
Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446.
Ochs, E., & Schieffelin, B. (2008). Language socialization: An historical overview. Encyclopedia of language and education, 8, 3-15.
Pavlenko, A., & Lantolf, J., (2000). Second language learning as participation and the (re)construction of selves. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 155–177). Oxford University Press.
Razmjoo, S. A. (2010). Language and identity in the Iranian context: The impact of identity aspects on EFL learners' achievement. The Journal of Teaching Language Skills, 2(2), 100-121.
Skilton-Sylvester, E. (2002). Should I stay or should I go? Investigating Cambodian women’s participation and investment in adult ESL programs. Adult Education Quarterly, 53(1), 9-26.
Talebi, S. (2000). Change of national identity among primary to high school girl students in Tehran. Unpublished MA thesis, Tarbiat Modarres University, Tehran, Iran.
Taylor, F. (2008). Involvement avoidance in the English class: Romanian insights [Unpublished master’s thesis]. University of Exeter.
Taylor, F (2010). A quadripolar model of identity in adolescent foreign language learners [Unpublished PhD thesis]. University of Nottingham.
Taylor, F., & Busse, V. (2016). When the learner becomes the context: Strategic identity display in learning English as a foreign language in Europe. In J. King (Ed.), The dynamic interplay between context and the language learner (pp. 66-83). Palgrave Macmillan.
Taylor, F., & Marsden, E. J. (2014). Perceptions, attitudes, and choosing to study foreign languages in England: An experimental intervention. The Modern Language Journal, 98(4), 902-920.
Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dornyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215-228). Multilingual Matters.
Vygotsky, L. (1978). Mind in society. Harvard University Press.
Weedon, C. (1987). Feminist practice and poststructuralist theory. Blackwell Publishing. | ||
|
آمار تعداد مشاهده مقاله: 671 تعداد دریافت فایل اصل مقاله: 620 |
||