جستجوی مقالات مرتبط با کلیدواژه « خودهای ممکن » در نشریات گروه « ادبیات و زبان ها »

The research aims to analyze the relation between personal Possible Selves and motivational factors and their effect in Persian language learning. Motivation and its impact on language learning has always been an important subject in language education. The analysis of different types of motivation and motivational factors can help progress language teaching. In order to learn a language properly, we must identify effective variables of this field. The basis of this research is the theory of L2 Motivational Self System in which the principal elements of this system and also the impact of several self-motivation variables such as L2 Use and Willingness to Communicate in the L2 Class on motivational self system’s factors have been evaluated. A questionnaire was distributed among 146 Persian language learners of different nationalities. The results have been analyzed by SPSS 18 software. The results of this research showed that there is a direct relation between anxiety variable and instrumentality-promotion, learning experiences, ideal L2 self, and intended effort while it doesn’t have a significant correlation with instrumentality-prevention, WTC or L2 use. Also, ideal L2 self has a direct relation with instrumentality prevention and instrumentality promotion factors.Promotion and Prevention instrumentality factors have approximately the equal amount of positive effect on intended effort…  The analysis show moreover that ought-to L2 self and learning experiences predict significantly the L2 use, but there is no significant relation between ideal L2 self and the mentioned variable. These learners are not anxious to speak in class, while their willingness to communicate in L2 leads them more to acting in class than their practical L2 use. Extended Abstract: Prior to Gardner's and his colleagues' research, language learning was considered to be more dependent on intelligence and language talents. Gardner and colleagues considered the role of motivation to be very important in this regard, and divided it into two types of motivation: integrative and instrumental motivation. (See Gardner & Tremblay, 1994; Gardner & Lambert 1972). Later, based on the theories of researchers such as Deci and Ryan (1985), Noels, Vallerand and Clément (See Noels et al. 2000), the concepts of internal and external motivation were discussed. Marcus and Norius spoke of Possible Selves (1986). And Dörnyei introduced the L2 motivational Self System (Csizer & Dörnyei, 2005). Since long time, motivation and its impact on language learning is one of the most important issues in education. Examining and identifying a variety of motivations and motivational factors can be an effective step in improving the quality of language teaching. This research is based on Possible Selves concept and the L2 Motivational Self System. In addition to the main elements of this system, the role of several self-motivating factors such as the emotional variable of anxiety and the two variables of L2 willingness to communicate in class (WTC) and L2 use in class have been evaluated. The research variables are: 1. Ideal L2 self, 2. Ought-to L2 Self, 3. L2 Learning experiences 4. Intended effort, 5. Instrumentality-prevention items, 6. Instrumentality-promotion items, 7. L2 use in class, 9. L2 willingness to communicate in class. The concepts of Selves derive from the different perceptions that one has of oneself in different situations by comparing oneself to others. The perceptions through which one creates feelings and mental images of oneself. (Ruel, 1987). In this study, the variable of anxiety is considered as a motivational possible self. In fact, anxiety has a significant inverse effect on language learning. Brown (2012) and McIntyre & Gardner (1991) enumerate two types of deep and superficial anxiety, reminding that it is very important for the teacher to identify and manage language anxiety of students. (Quoted by Atar Sharghi, 2019). One of the features of this research is that there is a distinction between L2 use in class and L2 willingness to communicate in class. Although the WTC has been explored by many researchers, the practical realization of this whish, which is L2 use, has not yet been explored in any study as an independent motivational variable, and this research is the first step in this case. A language learner may have a strong desire to speak in class, but for psychological or social reasons such as shyness or perfectionism or fear of being ridiculed by classmates, it is difficult to engage in classroom conversations; While it may not be important for another language learner to speak in class, but talk more in class because of his/her more self-confidence and courage. This study aims to answer 3 questions: 1.  What are the correlation relations among the motivational factors for these Persian learners? 2. Which of the two variables of L2 willingness to communicate and L2 use affect more the intended effort factor? 3. What is the impact of the main elements of the L2 motivational self system (Ideal L2 self, Ought-to L2 Self, L2 Learning experiences) on the variables of L2 use, and Intended effort? For this purpose, based on the selected theory and concepts, a questionnaire was prepared and distributed during 2 semesters of 2018-2019 among 146 advance Persian learners of Persian Language Teaching Center of IKI University. Most of the questionnaire items were previously used in the researches of Taguchi et al. (2009) and Papi and Teymouri (2012) and its validity and reliability were confirmed. The variables of Intended effort and anxiety have already been studied in the Papi's paper (2010). The questionnaire, with necessary changes according to the studied languages and factors, has been used also by Atar Sharghi & Akbari (2019) for Iranian learners of French, and by Atar Sharghi (2019) for non-Iranian Persian learners. The SPSS 18 software was used to analyze the data, and statistical analysis of Pearson correlation coefficient and multiple regressions were performed. The results of this research showed that there is a direct relation between anxiety variable and instrumentality-promotion, learning experiences, ideal L2 self, and intended effort, while it doesn’t have a significant correlation with instrumentality-prevention, WTC or L2 use. Also, ideal L2 self has a direct relation with instrumentality-prevention and instrumentality-promotion factors. Promotion and Prevention factors have approximately the equal amount of positive effect on intended effort…. The analysis show moreover that ought-to L2 self and learning experiences predict significantly the L2 use, but there is no significant relation between ideal L2 self and the mentioned variable. These learners are not anxious to speak in class, while their willingness to communicate in L2 leads them more to acting in class than their practical L2 use.

The key role of motivational factors in L2/FL learning is already acknowledged and knowledge of motivational attributes of language learners is very important in adopting appropriate teaching methods and compilation of more effective educational resources. The study aimed to compare the motivational attributes of Chinese and Lebanese Persian learners based onL2 Motivational Self System theory and the Possible Selves theory. For this purpose, two groups of 33 students were selected from Persian language teaching center of Qazvin. Theresearch instrument was a 36 item questionnaire which drew on the works of Tagouchi et al. (2009), Papi and Teimuri (2012) and Atarsharghi and Akbari (2019) with some modifications. Finally, 66 questionnaires were analyzed by SPSS 22 software.  The results showed that there were significant differencesbetween Chinese and Lebanese learners in all of the motivational factors, except for anxiety, and the motivational level of Chinese students was higher than the other group. Regardingthe anxiety factor, there was no significant difference between the two groups. ForChinese students, themaximum and the minimum obtained indexes related to the ideal L2 self and the anxiety, respectively. In the case of Lebanese learners, themaximum and the minimum obtained indexes related to theprevention oriented factors and the ideal L2 self, respectively. Extended Abstract</strong> The key role of motivational factors in L2/FL learning is acknowledged since longtime; and recognition of motivational features of language learners is very important in order to adopt appropriate training methods and to compile more effective educational resources. The aim of this research was comparing the motivational factors among Chinese and Lebanese Persian learners based on L2 Motivational Self System theory of Dornyei and the Possible Selves theory of Markus and Nurius. This study intended to respond to 2 questions: 1- Is the motivational level of Chinese learners higher than Lebanese learnersin motivational factors including the ideal L2 self, the ought-to L2 self, the L2 learning experience, the intended effort, the instrumentality-promotion items and the attitudes to L2 culture and community? 2- Is the motivational level of Lebanese group higher than Chinese group in anxiety, the L2 willingness to communicate in class, and the effect of instrumentality-prevention items? Since the middle of 20th</sup> century, the L2/FL motivational studies were mainly based on Gardner and his colleagues' ideas (Gardner & Lambert, 1959; 1972; Gardner & Macintyre, 1993; Gardner & Tremblay 1994). And some specific terms were used by experts such as integrative- instrumental motivation, and later, intrinsic-extrinsic motivation. But at the end of the century, some imperfections of Gardner's model were revealed and it was determined that the person's imaginations, mental representations and beliefs of himself have a great effect on motivation of his activities.The theory of Possible Selves represents individuals' beliefs of what they might become, what they would like become, what they are obliged to become, and what they are afraid of becoming. Possible selves derive from representations of the self in the past and they include representation of the self in the future. Each individual creates sets of different possible selves in his psyche, according to his personal experiences and the effects of relatives, society, media, and etc. Possible selves represent specific individual hopes, fears and fantasies of the person (Markus &Nurius, 1986; Rocher-Hahlin, 2014). In the early 2000s, Dornyei and his colleagues integrated Gardner, Higgins, Markus&Nurius's ideas and presented the L2 Motivational System which is one of the most modern theories for studying the L2/FL motivation. This theory contains 3 main concepts: 1. The ideal L2 self, 2.the Ought-to L2 self and 3. The L2 learning experience. In this paper, in addition to these 3 motivational factors of Dornyei's theory, we studied 6 other motivational factors, based on possible selves concept, which were: 4. The intended effort, 5. The instrumentality- prevention items, 6. The instrumentality- promotion items, 7. The attitudes to L2 culture and community, 8.The L2 willingness to communicate in class and 9. The anxiety The statistical population of the research included at first 77 persons (37 Chinese and 40 Lebanese learners), but finally 2 groups of 33 persons of them were selected. The Lebanese students were all the Persian learners of the Persian Language Center of Imam Khomeini International University, with high school diploma or bachelor degree from Lebanon, who wanted to continue studying in different academic disciplines in Iran, after learning the Persian language. Chinese learners were all the students of Persian language and literature of Xi'an University in China 22 persons of whom had come to Persian Language Center for their third year of study, while 11 other ones stayed in China. The instrument of research was a questionnaire with 36 questions based on previous researches of Taguchi et al. (2009), Papi&Teimouri (2012) and Atarsharghi&Akbari (2019) with some modificatios. The data of 66 questionnaires were analyzed by SPSS 22 software. The demographic information about age and sex of each group was shown in Tables 2 and 3; and Figures 1 and 2. The results of calculating the Chronbach's alpha coefficient for each factor and for the whole questionnaire was in an optimal and acceptable range (ɑ> 0/7), and the reliability of research instrument was approved (see Table 1). The results showed that there were significant differences in all of the motivational factors, except anxiety, among Chinese and Lebanese learners, and the motivational level of Chinese students was higher than the other group. But there was not significant difference regarding the anxiety factor. The highest and the lowest averages of indices belonged to the ideal L2 self and the anxiety for Chinese students respectively, while for Lebanese learners the respective factors were the Instrumentality-prevention items and the ideal L2 self.

The present research seeks to examine “learning motivation” for German language outside university. For the purpose of this study, a sample group 370 learners from among students of DSIT language Institute in Tehran was selected. Components of L2 Motivational Self System theory can be considered as factors affecting motivation. In addition, these factors often have a meaningful correlation with “instrumental motivation” including “education and employment in Germany”. A study of motivation variables in our sample group in terms of possible selves and its comparison with the results of other research conducted in the area of English language learning, show that motivation for learning German language outside university and school has a meaningful correlation with L2 Ideal Self, L2 Ought-to Self as well as L2 Learning Experience. The results of this survey can support the Foreign Language Policy in both formal and informal language learning settings providing motivational aspects of learning of German in Iran.