آمار
| تعداد نشریات | 43 |
| تعداد شمارهها | 1,223 |
| تعداد مقالات | 15,032 |
| تعداد مشاهده مقاله | 50,504,297 |
| تعداد دریافت فایل اصل مقاله | 13,597,404 |
The Impact of Socio-Economic Status (SES) on the Iranian EFL Learners’ Identity Processing Styles and Language Achievement (Research Article) | ||
| Journal of English Language Teaching and Learning | ||
| دوره 13، شماره 27، شهریور 2021، صفحه 295-331 اصل مقاله (750.38 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2021.41027.2276 | ||
| نویسندگان | ||
| Seyed Mohammad Ali Mansoorian* 1؛ Seyyed Ayatollah Razmjoo2 | ||
| 1Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran | ||
| 2Shiraz University | ||
| چکیده | ||
| The present study intended to address the impact of the socio-economic status (SES) on the Iranian EFL learners’ language achievement and identity processing styles. To attain this goal, 148 students studying General English were designated on the base of purposive sampling from Yasuj University of Medical Sciences (YUMS). At the first step, questions related to social, cultural, and financial background was asked of 20 participants (sample) by an interview. Then, a the researcher constructed a questionnaire from the information attained from the interview, regarding the factors related to the social, cultural, and financial factors (variables) and was distributed among the population (148 students) of the study. The participants’ English University Entrance Exam Score (Achievement test) scores were obtained from the Education Office of Yasuj University of Medical Sciences. Afterward, Berzonsky’s forty item revised version of the identity style inventory (ISI3) (Berzonsky, 1992) assessed the identity style of each participant. Examination of the results indicated that the structural relationship between the variables of identity processing style and language skills was 0.84 and its standard value was equal to 0.345. This value indicated a positive and average relationship between the two structures. That is, with the change of identity processing style, the language skills of the participants have changed. | ||
| کلیدواژهها | ||
| Identity processing styles؛ Social-economic status؛ Language skills | ||
| مراجع | ||
|
Ariani, M., & Ghafournia, N. (2015). The Relationship between Socioeconomic Status and Beliefs about Language Learning: A Study of Iranian Postgraduate EAP Students. English Language Teaching. 8. 10.5539/elt.v8n9p17.
Berger, P. L. (1963). Invitation to sociology. Garden City, NY: Doubleday.
Berzonsky, M. D. (1988). Self-theorists, identity status, and social cognition. In D. K. Lapsley & F. C. Power (Eds.), Self, ego, and identity: Integrative approaches (pp. 243-262). New York: Springer-Verlag
Berzonsky, M. D. (1990). Self-construction over the lifespan: A process perspective on identity formation. In G. J. Neimeyer & R. A. Neimeyer (Eds.), Advances in personal construct theory, 1, (pp. 155-186).
Berzonsky, M. D. (1994). Individual differences in self-construction: The role of constructivist epistemological assumptions. Journal of Constructivist Psychology, 7, 263-281.
Berzonsky, M. D., & Kinney, A. (1995). Identity style and need for cognitive closure. Paper presented at the Society for Research on Identity Formation, Dog Island, FL.
Berzonsky, M. D., & Kuk, L. S. (2000). Identity status, identity processing style, and the transition to university. Journal of Adolescent Research, 15, 81-98.
Berzonsky, M. D., Macek, P., & Nurmi, J.-E. (2003). Interrelationships among identity process, content, and structure: A cross-cultural investigation. Journal of Adolescent Research, 18, 112-130.
Berzonsky, M. D., Branje, S. J. T., & Meeus, W. (2007). Identity-processing style, psychosocial resources, and adolescents’ perceptions of parent adolescent relations. Journal of Early Adolescence, 27(3), 324-345.
Berzonsky, M. D., & Ferrari, J. R. (2009). A diffuse-avoidant identity processing style: Strategic avoidance or self confusion? Identity: An International Journal of Theory and Research, 9, 145-158.
Berzonsky, M. D., Cieciuch, J., Duriez, B., & Soenens, B. (2011). The how and what of identity formation: Associations between identity styles and value orientations. Personality and Individual Differences, 50(2), 295-299.
Beyers, W., & Cok, F. (2008). Adolescent self and identity development in context. Journal of Adolescence, 31(2). 147-150.
Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner (1997). The Modern Language Journal, 91, 863-876.
Bown, J. (2009). Self-Regulatory Strategies and Agency in Self-Instructed Language Learning: A Situated View. The Modern Language Journal, 93(4), 570–583.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Education.
Campbell, E., Adams, G., & Dobson, W. (1984). Familial correlates of identity formation in late adolescence: A study of the predictive utility of connectedness and individuality in family relations. Journal of Youth and Adolescence, 13, 509-525.
Cheek, J. M. (1982/83). The aspects of identity questionnaire: Revised scales assessing personal and social identity. Unpublishedmanuscript, Wellesley College.
Cheek, J. M. (1989). Identity orientations and self-interpretation. In D. M. Buss & N. Cantor (Eds.), Personality Psychology: Recent Trends and Emerging Direction, New York: Springer-Verlag, 275-285.
Cheek, J. M. and Briggs, S. R. (1981). Self-consciousness, Selfmonitoring, and aspects of identity. Paper presented at the meeting of the American Psychological Association, Los Angeles, CA. (Part of which was published as Cheek & Briggs, 1982).
Cheek, J. M. and Briggs, S. R. (1982). Self-consciousness and aspects of identity. Journal of Research in Personality, 16, 401-408.
Cheek, J. M. and Busch, C. M. (1982). Self-monitoring and the inner outer metaphor: Principled versus pragmatic self? Paper presentedat the 53rd Annual Meeting of the Eastern PsychologicalAssociation, Baltimore, MD.
Cheek, J. M. and Hogan, R. (1983). Self-concepts, self-presentations, and moral judgments. In J. Suls and A. G. Greenwald (Eds.), Psychological perspectives on the self, Hillsdale, NJ: Lawrence Erlbaum Associates, 2, 249-273.
Cheek, J. M., Smith, S. M. and Tropp, L. R. (2002). Relational identity orientation: A fourth scale for the AIQ. Paper presented at themeeting of the Society for Personality and Social Psychology,Savannah, GA.
Cheek, J. M., Tropp, L. R., Chen, L. C. and Underwood, M. K. (1994). Identity orientations: Personal, social, and collective aspects of identity. Paper presented at the meeting of the AmericanPsychological Association, Los Angeles.
Chen, Q., Kong, Y., Gao, W., and Mo, L. (2018). Effects of Socioeconomic Status, Parent–Child Relationship, and Learning Motivation on Reading Ability. Frontiers in Psychology, Retrieved from https://doi.org/10.3389/fpsyg.2018.01297
Chew, P. G. L. (2007). Identity and globalization: EIL in Korea and Singapore. The Asian EFL Journal Conference.
Cote, J. & Levine, C. (1988). A critical examination of the identity status paradigm. Developmental Review, 8, 147-184.
DeHaan, L. G. & MacDermid, S. M. (1996). Identity and poverty: Defining a sense of self among urban adolescents. New York: Garland Publishing.
Duriez, B., & Soenens, B. (2006). Personality, identity styles, and authoritarianism. An integrative study among late adolescents. European Journal of Personality, 20, 397-417.
Duriez, B., Soenens, B., & Beyers, W. (2004). Personality, identity styles, and religiosity: An integrative study among late adolescents in Flanders (Belgium). Journal of Personality, 72, 877-908.
Farhady, H., Jafarpur, A. and Birjandi, P. (1994). Testing language skills: From theory to practice. Tehran: SAMT.
Flowerdew, J. & Miller, L. (2008). Social structure and individual agency in second language learning: Evidence from three life histories. Critical Inquiry in Language Studies, 5(4),201—224.
Gee, J. P. (2001) Identity as an analytical lens for research in education. Review of Research in Education, 25, 99-125.
Grotevant, H. D. (1986). Assessment of identity development: Current issues and future directions. Journal of Adolescent Research, 1, 175-182.
Grotevant, H. D. (1987). Toward a process model of identity formation. Journal of Adolescent Research, 2, 203-222.
Hall, S., & Brassard, M. (2008). Relational support as a predictor of identity status in an ethnically diverse early adolescent sample. The Journal of Early Adolescence, 28(1), 92-114.
Hansen, J. G. & Liu, J. (1997). Social identity and language: Theoretical and methodological issues. TESOL Quarterly, 31(3), 567-576.
Hogan, R. and Cheek, J. M. (1983). Identity, authenticity, and maturity. In T. R. Sarbin & K. E. Scheibe (Eds.), Studies in social identity,New York: Praeger, 339-357.
Holland, D., Lachicotte, W. Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. MA: Harvard University Press.
Holmes, J. (2008). An introduction to sociolinguistics (3rd Ed.). London and New York: Longman.
Izadpanah, M. A. & Razmjoo, S. A. (2012). On the Relationship between L2l (reading and writing) and identity processing styles of Iranian advanced EFL learners. Research in Applied Linguistics. Retrieved from http://scu.ac.ir
Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-241.
Jowkar, B. and Latifian, M. (2006). The relationship between aspects of identity and goal orientation among the pre-university students of Shiraz and Yasuj cities. Journal of Social Sciences and Humanities, Shiraz University, 49 (4), 27-46.
Kerpelman, J. L., & Smith, S. L. (1999). Adjudicated adolescent girls and their mothers: Examining identity perceptions and processes. Youth & Society, 30(3), 313-347.
Kerpelman, J., & White, L. (2006). Interpersonal identity and social capital: The importance of commitment for low income, rural, African American adolescents. Journal of Black Psychology, 32(2), 219-242.
Kerpelman, J. L.; Eryigit, S.; Stephens, C. J. (2008). African American adolescents’ future education orientations: Associations with self-efficacy, ethnic identity, and perceived parental support. Journal of Youth and Adolescence, 37(8), 997-1008.
Kormos, J., & Kiddle, T. (2013). The role of socio-economic factors in motivation to learn English as a foreign language: The case of Chile. System, 41(2), 399-412
Leibowitz, B. et al. (2005). The relationship between identity, language and teaching and learning in higher education in South Africa. Per Linguam, 21 (2), 23-37.
Lutwak, N., Ferrari, J. R., & Cheek, J. M. (1998). Shame, guilt, and identity in men and women: The role of identity orientation and processing style in moral affects. Personality and Individual Differences, 25, 1027-1036.
Markus, H. and Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224-253.
Markus, H. R. and Wurf, E. (1987). The dynamics of self-concept: A social psychological perspective. Annual Review of Psychology, 38, 299-337.
Meeus, W. (2011). The study of adolescent identity formation 2000-2010: a review of longitudinal research. Journal of Research on Adolescence, 21(1), 75-94.
Meeus, W., Oosterwegel, A., & Vollebergh, W. (2002). Parental and peer attachment and identity development in adolescence. Journal of Adolescence, 25, 93-106.
Mercy, J. A., and Steelman, L. C. (1982). Familial influence on the intellectual attainment of children. Am. Sociol. Rev. 47, 532–542. doi: 10.2307/2095197
Morita, N. (2009). Language, culture, gender, and academic socialization. Language and Education, 23(5), 443–460.
Norton, B. 2000. Identity and language learning: Gender, ethnicity and educational change. Harlow: Pearson Education.
O’Connor, G., Hetherington, E., Reiss, D., & Plomin, R. (1995). A twin sibling study of observed parent-adolescent interactions. Child Development, 66(3), 812-829.
Phinney, J. (1989). Stages of ethnic identity development in minority group adolescents. Journal of Early Adolescence, 9, 34-49.
Phinney, J. S., & Kohatsu, E. L. (1997). Ethnic and racial identity development and mental health. New York: Cambridge University Press.
Pierce, G. R. (1994). The quality of relationships inventory: Assessing the interpersonal context of social support. In B. R. Burleson, T. L Albrecht, & I. G. Sarason (Eds.), Communication of social support: Messages, interactions, relationships, and community (pp. 247-264). Thousand Oaks, CA: Sage.
Pittman, J. F., Kerpelman, J. L., Lamke, L. K., & Sollie, D. L. (2009). Development and validation of a Q-sort measure of identity processing style: The Identity Processing Style Q-sort. Journal of Adolescence, 32, 1239-1265.
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, 99-121.
Razmjoo, S. A. and Riazi, A. M. (2006). Do High Schools Or Private Institutes Practice Communicative Language Teaching? A Case Study of Shiraz Teachers in High Schools and Institutes. The Reading Matrix: an International Online Journal, 6 (3) 342-363.
Razmjoo, S. A., Neissi, S. (2010). Identity processing styles and language proficiency among Persian learners of English as a foreign language. Psychological Reports, 107, 3, 822-832.
Richards, J. C. and Schmidt, R. (2002). Longman dictionary of language teaching & applied linguistics (3rd ed.). Essex: Longman.
Sarason, B. R., Pierce, G. R., Bannerman, A., & Sarason, I. G. (1993). Investigating the antecedents of perceived social support: Parents’ views of and behavior towar their children. Journal of Personality and Social Psychology, 65(5), 1071-1085.
Sartor, C.E., & Youniss, J. (2002). The relationship between positive parental involvement and identity achievement during adolescence. Adolescence, 37, 221-234.
Scarr, S., and Weinberg, R. A. (1978). The influence of “family background” on intellectual attainment. Am. Sociol. Rev. 43, 674–692. doi: 10.2307/2094543
Schachter, E. P., & Ventura, J. J. (2008). Identity Agents: Parents as Active and Reflective Participants in Their Children’s Identity Formation. Journal of Research on Adolescence, 18, 449-476.
Schwartz, S. J., (2001). Identity status and identity style: A second replication study. Manuscript submitted for publication.
Shahsavani, S., Shahsavari, Z., Sahragard, R. (2014). On the relationship between willingness to communicate and identity processing styles of the Iranian advanced EFL learners. International Journal of Language Learning and Applied Linguistics World, 5 (1),57‐67.
Shiang, Y. (2013). Sociolinguistic approaches to identity negotiation and language learning: A circumstantiality perspective on communities of practice. InternationalJournal of Research Studies in Language Learning, 21, 49-60.
Stringer, K. J. & Kerpelman, J. L. (2010). Career Identity Development in College Students: Decision Making, Parental Support, and Work Experience. Identity: An International Journal of Theory and Research, 10, 181-200.
Swain, M. & Deters, P. (2007). “New” mainstream SLA theory: Expanded and enriched. The Modern Language Journal, 91, 820-836.
Tajfel, H. (1998). Social identity and inter-group relations. In, Worchel,S., et al. (Eds). Social identity international perspectives. London:Sage.
Ushioda, E. (2006). Language motivation in a reconfigured Europe: Access, identity, autonomy. Journal of Multilingual and Multicultural Development, 27(2), 148-161.
van Hoof, A. (1999). The identity status field re-reviewed: An update of unresolved and neglected issues with a view on some alternative approaches. Developmental Review, 19, 497-556.
Wymer, W. E. and Penner, L. A. (1985). Moderator variables anddifferent types of predictability: Do you have a match? Journal of Personality and Social Psychology, 49 (4), 1002-1015.
| ||
|
آمار تعداد مشاهده مقاله: 520 تعداد دریافت فایل اصل مقاله: 406 |
||