تعداد نشریات | 44 |
تعداد شمارهها | 1,300 |
تعداد مقالات | 15,998 |
تعداد مشاهده مقاله | 52,429,481 |
تعداد دریافت فایل اصل مقاله | 15,173,849 |
EFL Learners’ Motivation and Attitude toward EIL in the Increasingly Globalized Local Context of Iran: A Structural Equation Modeling Approach | ||
Journal of English Language Teaching and Learning | ||
دوره 9، شماره 19، شهریور 2017، صفحه 91-122 اصل مقاله (1.51 M) | ||
نوع مقاله: Research Paper | ||
نویسندگان | ||
Fahimeh Marefat* ؛ Maryam Pakzadian | ||
Allameh Tabataba'i University | ||
چکیده | ||
The present study probed 409 Iranian English as foreign language (EFL) learners' motivation and attitude toward English as an International Language (EIL) by investigating the causal relationships of their facets via Structural Equation Modeling (SEM). To do so, the Persian version of the ‘attitudes toward EIL’ scale was designed and validated. It measures five constructs of: cultural realism, linguistic cultural disposition (negative), (dis)ownership of English, EIL posture, and localization. Then, the researchers utilized the validated scale along with the adapted Persian version of motivation scale designed by Taguchi et al. (2009) to explore the causal relationship among their facets. The latter scale measures seven dimensions of instrumentality prevention, instrumentality promotion, ideal L2 self, ought-to l2 self, learning experience, motivational intensity, and integrativeness. The findings of the study revealed that students' motivational intensity positively predicted by other motivational and attitudinal factors with 'ideal self' and 'instrumentality promotion' having the highest influence. It was also found that ‘cultural realism’ was a significant predicator of ‘localisation’, and ‘localisation’ was a significant positive predictor of ‘disownership of English’. ‘EIL posture’ was also in a positive direct relationship with ‘cultural realism’, whereas Linguistic cultural disposition (negative) was found to negatively influence other aspects including motivational intensity. This study has some implications for ELT professionals to revisit EFL motivation in light of attitudes toward EIL in expanding circle. | ||
کلیدواژهها | ||
attitude؛ English as an International Language (EIL)؛ globalization؛ localization؛ motivation؛ structural equation modeling | ||
مراجع | ||
Adachi, R. (2013). The motivational model of young Japanese EFL learners: After getting lessons by homeroom teachers. Indonesian Journal of Applied Linguistics, 2(2), 157-169.
Albarracin, D., Johnson, B. T., & Zanna, M. P. (2014). The handbook of attitudes. Abingdon, Oxon: Psychology Press.
Alsagoff, L., McKay, S. L., Hu, G., & Renandya, W. (Eds.) (2012). Principles and practices for teaching English as an international language. New York: Routledge.
Borenić, K. (2010). Attitudes towards English and FL motivation among Croatian university business students: Results of a pilot study. In M. Lehmann, R. Lugossy & J. Horváth (Eds.), Empirical studies in applied linguistics (pp.135-152). Pécs: Lingua Franca Csoport.
Byrne, B. M. (2001) Structural equation modelling with AMOS: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum Associates.
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford, UK: Oxford University Press.
Csize ́r, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. Modern Language Journal, 89(1), 19-36.
Csizér, K., & Kormos, J. (2008). The relationship of intercultural contact and language learning motivation among Hungarian students of English and German. Journal of Multilingual and Multicultural Development, 29(1), 30-48.
Clément, R. (1980). Ethnicity, contact and communicative competence in a second language. In H. Giles, W. P. Robinson & P. M. Smith (Eds.), language: Social psychological perspective (pp.147-154). Toronto: Pergamon Press.
Coetzee-Van Rooy, S. (2006). Integrativeness: Untenable for world Englishes learners? World Englishes, 25(3), 437-450.
Dastgheib, A. (1996). The role of attitudes and motivation in second/foreign language learning (Unpublished doctoral dissertation). Islamic Azad University of Tehran, Tehran, Iran.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z. (2009). The L2 motivational self-system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the l2 self (pp. 9-42). Bristol: Multilingual Matters.
Dörnyei, Z., Csize ́r, K., & Nemeth, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Clevedon: Multilingual Matters.
Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing. New York: Routledge.
Dörnyei, Z., & Ushioda, E. (2009) Motivation, language identity and the l2 self. Clevedon: Multilingual Matters.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Second edition. Harlow: Pearson Education.
Eagly, A. H. & Chaiken, S. (2005). Attitude research in the 21st century: The current state of knowledge. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
Erling, E. (2004) Globalization, English and the German university classroom: A sociolinguistic profile of students of English at the Freie Universität Berlin (Doctoral dissertation). University of Edinburgh, Scotland.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers.
Gardner, R.C. (2001). Language learning motivation: The student, the teacher, and the researcher. Texas Papers in Foreign Language Education, 6, 1-18.
Gardner, R. C., & Lambert, W. R. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
Garrett, P. (2010). Attitudes to language (key topics in sociolinguistics). Cambridge: Cambridge University Press.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Prentice Hall.
Islam, M. (2013). L2 motivational self-system and relational factors affecting the L2 motivation of Pakistani students in the public universities of central Punjab, Pakistan (Unpublished doctoral dissertation). University of Leeds, UK.
Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207.
Kachru, Y., & Nelson, C. L. (2006). World Englishes in Asian contexts. Hong Kong: Hong Kong University Press.
Kline, R. B. (2005) Principles and practice of structural equation modeling (2nd ed.) . New York, NY: The Guilford Press.
Kumaravadivelu, B. (2008). Cultural globalization and language education. New Haven, CT: Yale University Press.
Lai, H.-Y.T (2008). Learning English as an international language or not? A study of Taiwanese students' motivation and perceptions (Unpublished doctoral dissertation). Warwick University, Coventry, UK.
Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32(1), 3-19.
McKay, S. L. (2003). Toward appropriate EIL pedagogy: Reexamining common ELT assumptions. International Journal of Applied Linguistics, 13(1), 1-22.
Matin, M. (2007). The relationship between attitudes and orientation toward English learning and preferences in the use of language learning strategies (Unpublished master's thesis). Iran University of Science and Technology, Tehran, Iran.
Otsu, Y. (Ed.). (2004). Do we need English instruction at elementary schools? Tokyo: Keio University Press.
Parmegiani, A. (2014). The (Dis) ownership of English: Language and identity construction among Zulu students at the University of KwaZulu-Natal. International Journal of Bilingual Education and Bilingualism, 17(6), 683-694.
Phan, H. L. (2009). English as an international language: International students and identity formation. Journal of Language and Intercultural Communication, 9(3), 201-214.
Peng, J. (2014). L2 motivational self-system, attitudes, and affect as predictors of l2 WTC: An imagined community perspective. The Asia-Pacific Education Researcher, 24(2), 433-443.
Pennycook, A. (2007). The myth of English as an international language. In S. Makoni & A. Pennycook (Eds.), Disinventing and reconstituting languages (pp. 90-115). Clevedon: Multilingual Matters.
Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.
Rivers, D. J. (2011). Japanese national identification and English language learning processes. International Journal of Intercultural Relations, 35(1), 111-123.
Sadighi, F., & Maghsudi, N. (2000). The relationship between motivation and English proficiency among Iranian EFL learners. Indian Journal of Applied Linguistics, 26(1), 39-52.
Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modelin (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Sharifian, F. (2009). English as an International Language: Perspective and Pedagogical Issues. Clevedon: Multilingual Matters.
Stephan, W. G., & Stephan, C. W. (2000). An integrated threat theory of prejudice. In S. Oskamp (Ed.), Reducing prejudice and discrimination (pp.23-45). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Sullivan, N., & Schatz, R. T. (2009). Effects of Japanese national identification on attitudes toward learning English and self-assessed English proficiency. International Journal of Intercultural Relations, 33(6), 645-666.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston: Pearson/Allyn & Bacon.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self-system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the l2 self (pp. 66-97). Bristol: Multilingual Matters.
Tajfel, H., & Turner, J. (1986). The social identity theory of intergroup behavior. In S. Wrochel & W. Austin (Eds.), Psychology of intergroup relations (pp. 7-24). Chicago: Nelson-Hall.
Vogel, T., & Wänke, M. (2016). Attitudes and attitude change (2nd ed.). New York, NY, US: Routledge/Taylor & Francis Group.
Williams, M., & Burden, R. L. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
Yashima, T. (2000) .Orientations and motivations in foreign language learning: A study of Japanese college students. JACET Bulletin, 31, 121-33.
Yashima, T. (2009). International posture and the ideal l2 self in the Japanese EFL Context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the l2 self (pp. 144-163). Multilingual Matters, Bristol. | ||
آمار تعداد مشاهده مقاله: 64 تعداد دریافت فایل اصل مقاله: 89 |