باورهای یادگیری فارسی‌آموزان غیرایرانی: تأثیر متغیرهای جمعیت‌شناختی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار آموزش زبان فارسی به غیرفارسی‌زبانان، دانشگاه بین‌المللی امام خمینی، قزوین، ایران

2 دانش‌آموختۀ آموزش زبان فارسی به غیرفارسی‌زبانان، دانشگاه بین‌المللی امام خمینی، قزوین، ایران

چکیده

باورهای زبان‌آموزان در مورد یادگیری زبان می‌تواند تأثیرات مهمی بر توانایی و انتظارات آن‌ها برای یادگیری زبان داشته باشد. به نظر می‌رسد که تاکنون پژوهشی در مورد باورهای فارسی‌آموزان غیرایرانی در‌بارۀ یادگیری فارسی در حوزۀ زبان دوم انجام نشده‌است. هدف این پژوهش، بررسی باورهای این زبان‌آموزان است. ابزار پژوهش حاضر، پرسشنامۀ باورهای یادگیری هورویتز (Horwitz, 2008) مشتمل بر 34 گویه‌ و دربرگیرندۀ 5 سویگانِ استعداد یادگیری زبان خارجی، سویگانِ دشواری یادگیری زبان، سویگانِ سرشت یادگیری زبان، سویگانِ راهبردهای یادگیری و ارتباطی و سویگانِ انگیزه‌ها و انتظارات است. روایی و پایایی پرسشنامه پس از محاسبۀ ضریب آلفای کرونباخ 842/0 به دست آمد. 167 زبان‌آموز غیر فارسی در بازۀ سنی 20 تا 30 سال و با سابقۀ یادگیری زبان فارسی از 6 ماه تا یک سال در این پژوهش شرکت کردند. یافته‌های به‌دست‌آمده نشان می‌دهد که از دیدگاه زبان‌آموزان غیرایرانی، یادگیری زبان فارسی کمی دشوار است. بر اساس دیگر یافته‌های این پژوهش، متغییرهایی چون سن و جنسیت تأثیری بر باورهای یادگیری زبان فارسی زبان‌آموزان ندارد. یافته‌های دیگر این پژوهش نشان می‌دهد که میانگین سویگان استعداد یادگیری گروه فارسی‌آموزان دارای تحصیلات دانشگاهی، به‌طور معنا‌داری با میانگین گروه فارسی‌آموزان بدونِ تحصیلات دانشگاهی تفاوت دارد. یافته‌ها همچنین نشان می‌دهد که در میان فارسی‌آموزان عربی‌زبان و غیر عربی‌زبان، بین میانگین سویگان‌ استعداد یادگیری و میانگین سویگان انگیزه و انتظارات تفاوت معنا‌داری وجود ندارد. به این معنا که زبان مادری تأثیری بر استعداد یادگیری زبان و انگیزه و انتظارات نداشته‌است. ولی آزمون‌های آماری در مورد سویگان‌‌های دشواری یادگیری زبان، سرشت یادگیری زبان و راهبردهای ارتباطی و یادگیری معنا‌دار بوده‌است. مدرسان با شناخت باورهای یادگیری زبان بهتر می‌توانند روش‌ها و شیوه‌های یاددهی خود را با باورهای فارسی‌آموزان خارجی سازگار و هماهنگ سازند.

کلیدواژه‌ها


عنوان مقاله [English]

Exploring the Effect of Demographic Variables on Non-Iranian Persian Learners' Learning Beliefs

نویسندگان [English]

  • Amirreza Vakilifard 1
  • Shahdad Vakilifard 2
1 Associate Professor, Imam Khomeini International University, Qazvin, Iran
2 Master’s degree holder in Teaching Persian to Speakers of Other Languages, Imam Khomeini University, Qazvin, Iran
چکیده [English]

The beliefs held by language learners regarding language learning can significantly influence their aptitude and expectations in the language learning process. These beliefs are commonly shaped by prior learning experiences and influenced by both cultural backgrounds and educational settings. It is noteworthy that an individual's beliefs not only impact their language learning but also affect their perception of the world and their communication with the external environment.
As stated by Gauvain (2005:15), the cultural background of language learners and their beliefs play a critical role in shaping the social processes that contribute to their cognitive development and language learning. Consequently, the beliefs of language learners exhibit a complex relationship with their cognitive abilities, as well as their responses to linguistic and social inputs within the target language and society. Furthermore, it is noteworthy that shared attitudes, beliefs, and values are reflected in the language usage patterns of group members, as highlighted by (Genc & Bada, 2005).
The crucial role of language learning beliefs in the process of acquiring a second language is widely acknowledged. These beliefs encompass the cognitive and mental attitudes of language learners towards language acquisition and exert a significant influence on their motivation, engagement, and ultimate success in language learning endeavors. While some beliefs can positively enhance the language learning experience, others can impede the learning process and lead to anxiety. Therefore, it is imperative to investigate the influence of these beliefs on second or foreign language acquisition by identifying various learning beliefs and their impact on the learning process. The objective of this research was to examine the beliefs of non-Persian language learners regarding the acquisition of the Persian language. This research provides insight into the general beliefs held by Persian learners participating in Persian language courses, thereby contributing to a deeper understanding of the relationship between beliefs and language learning outcomes.

کلیدواژه‌ها [English]

  • beliefs
  • educational level
  • language learning
  • mother language
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