تعداد نشریات | 161 |
تعداد شمارهها | 6,532 |
تعداد مقالات | 70,500 |
تعداد مشاهده مقاله | 124,086,232 |
تعداد دریافت فایل اصل مقاله | 97,189,640 |
رابطة بین خلاقیت، انگیزه و صحّت و شیوایی گفتار برای فراگیران زبان خارجی: انگلیسی | ||
پژوهشهای زبانشناختی در زبانهای خارجی | ||
مقاله 12، دوره 8، شماره 1، فروردین 1397، صفحه 271-300 اصل مقاله (361.03 K) | ||
نوع مقاله: علمی پژوهشی(عادی) | ||
شناسه دیجیتال (DOI): 10.22059/jflr.2017.240104.377 | ||
نویسندگان | ||
مجید نعمتی1؛ محسن ترقی گشتی* 2 | ||
1گروه انگلیسی، دانشکده زبان ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران | ||
2آموزش زبان انگلیسی، دانشکده زبان ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران | ||
چکیده | ||
این پژوهش برای مطالعه پیش بینی صحت و شیوایی تولید گفتار دانشحویان زبان خارجی توسط خلاقیت و انگیزش کاربردی/ تلفیقی صورت گرفت. 80 شرکت کننده با زبان مادری فارسی برای پژوهش انتخاب شدند که مشغول یادگیری زبان خارجی انگلیسی سطح متوسط در موسسات آموزش زبان بودند. نخست آنها پرسشنامه 60 سئوالی خلاقیت عابدی را تکمیل کردند. سپس تکلیف گفتاری (کشتی غرق شده) ارائه شد و عملکرد آنها برای نمره گذاری توسط دو ارزیاب صحت گفتار و شیوایی گفتار در مرحله بعد ضبط گردید. درآخر شرکتکنندگان به پرسشنامه انگیزش- نگرش گاردنر پاسخ دادند. نتایج حاصل از برازش مدل با داده ها با تکنیک تحلیل مسیر نشان داد خلاقیت و انگیزه کاربردی میتواند شیوایی گفتار را پیشبینی کند. معناداری ضرایب اثر نشان داد خلاقیت و انگیزه کاربردی میتواند صحت گفتار را نیز پیش-بینی کند. همچنین خلاقیت و انگیزه تلفیقی میتواند شیوایی گفتار را پیشبینی کنند. اما برای صحت گفتار، خلاقیت و انگیزه تلفیقی قدرت پیشبینی نداشتند. نتایح این پژوهش پیشنهاداتی را برای شیوه آموزش و نکاتی برای پژوهشهای آتی ارائه داد. | ||
کلیدواژهها | ||
خلاقیت؛ انگیزه کاربردی؛ انگیزه تلفیقی؛ تبحر در زبان؛ صحت تولید گفتار؛ شیوایی تولید گفتار | ||
عنوان مقاله [English] | ||
The relationship between creativity, motivation and EFL students' speaking accuracy and fluency | ||
نویسندگان [English] | ||
Majid Nemati1؛ Mohsen Taraghi Gashti2 | ||
1English department, faculty of foreign languages and literatures, Tehran University, Tehran, Iran | ||
2English Language Teaching, faculty of foreign language and literatures, Tehran University, Tehran, Iran | ||
چکیده [English] | ||
This study aimed to investigate whether creativity and instrumental/ integrative motivation can predict EFL students' language accuracy and fluency in speaking task. 80 participants were chosen for the research; they were studying English as a foreign language in intermediate level at language institutes. Their mother tongue was Persian. First, they were asked to complete Abedi's sixty-item questionnaire. Then they were given a speaking (shipwreck) task and their performance was recorded so as to be evaluated in both accuracy and fluency by two examiners later. Finally, they answered the Gardner’s attitude/Motivation test battery (AMTB). The results obtained from the goodness of fit test showed that creativity and instrumental motivation can predict the accuracy of speaking. The significance of effect coefficients showed that creativity and instrumental motivation can predict the fluency of speaking. Furthermore, creativity and integrative motivation can predict the fluency of speaking. But creativity and integrative motivation can not predict the accuracy. The result of this research suggested some recommendations on educational methods and mentioned points for future researches. | ||
کلیدواژهها [English] | ||
Creativity, instrumental motivation, integrative motivation, Language proficiency, accuracy of speaking, fluency of speaking | ||
مراجع | ||
دائمی، حمیدرضا؛ مقیمی بارفروش، سیده فاطمه (1383). هنجاریابی آزمون خلاقیت. تازه های علوم شناختی، 6 (3و 4): 1-8. دوردینژاد، فرهاد (1393). ساخت، رواسازی و پایاسازی پرسشنامه انگیزش و نگرش یادگیری زبان انگلیسی. دو ماهنامه جستارهای زبانی. 6(2): 107-128. Abedi, J. (2000). Abedi test of creativity (ATC). Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing. University of California, Los Angeles.
Abdul Samad, A., Etemadzadeh, A., Roohbakhsh Far, H. (2012). Motivation and language proficiency: instrumental and integrative aspects. Social and Behavioral Sciences, 66, 432-440.
Agars, M. D., Kaufman, J. C., & Locke, T. R. (2008). Social influences and creativity in organizations: A multi-level lens for theory, research, and practice. In M. Mumford, S. Hunter & K. Bedell-Aviers (Eds.), Multi-level Issues in Creativity and Innovation (pp. 3–62). Amsterdam, The Netherlands: Elsevier.
Albert, A., & Kormos, J. (2004). Creativity and narrative task performance: An exploratory study. Language Learning, 54(2), 277-310.
Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview Press.
Apple, M. T. (2005). Extensive reading and the motivation to read. Dushisha studies in language and culture, 8(1), 193-212.
Benson, M.J. (1991). Attitudes and motivation towards English: A survey of Japanese freshmen. RELC Journal, 22(1), 34-48.
Bridsell, B. (2013). Motivation and creativity in a foreign language classroom. FLLT Conference Proceedings by LITU, 2(1), 887-903.
Clement, R. (1980). Ethnicity, contact and communicative competence in a second language. In Giles, H., Robinson, W. P. and Smith, P. M. (Eds). Language: social psychological perspective. Oxford: Pergamon Press, 147-154.
Cole, D. G., Sugioka, H. L., & Yamagata-Lynch, L.C. (1994). Supportive classroom environments for creativity in higher education. The journal of creative behavior, 25, 267-272.
Cropley. A. (2006). In Praise of Convergent Thinking. Creativity Research Journal. 18, 391-404.Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Dewett. T. (2007). Linking intrinsic motivation, risk taking, and employee creativity in an R&D environment. R & D Management. 37(3), 197-208.Dornyei, Z. (1996). Moving Language Learning Motivation to a Longer Platform for Theory and Practice. In Oxford, R. (ED.). Language Learning Motivation: The New Century, 71-80.
Dornyei Z. (2001). Teaching and Researching Motivation. Harlow. England: Longman.
Fisher, C. M., & Amabile, T. M. (2009). Creativity, improvisation, and organizations. Rotman Magazine (Winter), 40-45.
Forbes, J.B., & Domm, D.R. (2004). Creativity and productivity: Resolving the conflict. SAM Advanced Management Journal, 69(2), 4-27.
Gardner. R.C. (1985). Social Psychology and Second Language Learning. London: Edward Arnold.
Gardner RC. (2007). Motivation and Second Language Acquisition. Porta Linguarum, 8, 9-20.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95–105.
Gass, S. and Selinker, L. (2001). Second Language Acquisition: an introductory course. Mahwah, N.J., L. Erlbaum Associates.
Gerrard, L. E., Poteat, G. M., & Ironsmith, M., (1996). Promoting children’s creativity: Effects of competition, self-esteem, and immunization. Creativity Research Journal, 9, 339–346.
Hayamizu, T. (1997). Between intrinsic and extrinsic motivation: examination of reasons for academic study based on the theory of internalization. Japanese Psychological Research 39 (2), 98-108.
Henessey, B. A. (2010). Theories of Creativity. In Kaufman, R. & Sternberg, J. (Ed.), Handbook of Creativity. (pp. 342-366). New York: Cambridge University Press.
Hennessey, B. A., Amabile, T. M., & Martinage, M. (1989). Immunizing children against the negative effects of reward. Contemporary Educational Psychology, 14, 212-227.
Hennessey, B. A. & Zbikowski, S. M. (1993). Immunizing children against the negative effects of reward: A furthure examination of intrinsic motivation training techniques. Creativity Research Journal, 6, 297-307.
Hernandez, T. (2006) Integrative motivation as a predictor of success in the intermediate foreign language classroom. Foreign Language Annals, 39(4).
Hudson, G. (2000). Essential introductory linguistics. Malden, Mass: Blackwell Publishers.
Hunter, S. T., Bedell-Avers, K. E., & Mumford, M. D. (2007). The typical leadership study: Assumptions, implications, and potential remedies. The Leadership Quarterly, 18, 435-446.
Isaksen, S.G. & Treffinger, D. J. (1985). Creative problem solving: The basic course. Buffalo, NY: Bearly Limited.
Jahnke, I., Haertel, T., & Wildt, J. (2017). Teachers’ conceptions of student creativity in higher education. Innovations in Education and Teaching International. 54(1) 87-95
Kaufman, J., & Baer, J. (2006). Intelligence testing with Torrance. Creativity Research Journal, 18, 99-102.
Kaufman, J. C., & Sternberg, R. J. (2007). Resource review: Creativity. Change, 39, 55-58.
Kaufman, J. C., & Sternberg, R. J. (2010). Cambridge Handbook of Creativity. New York: Cambridge University Press.
Kimura, Y., Nakata, Y., Okumura, T. (1997). Language learning Motivation of EFL learners in Japan: a cross-sectional analysis of various learning milieus. JALT journal, 47-66.
Kleiman. P. (2008). Towards transformation: conceptions of creativity in higher education. Innovations in Education and Teaching International, 45(3), 209- 217.
Kozbelt, A., Beghetto, R. A., & Runco, M. A. (2010). Theories of Creativity. In Kaufman, R. & Sternberg, J. (Ed.), Handbook of Creativity. (pp. 20-48). New York: Cambridge University Press.
Lamb, M. (2004). Integrative motivation in a globalizing world. System 32, 3-19.
Locke, E. A. (1996). Motivation through conscious goal setting. Applied & Preventive Psychology, 5, 117-124.
Lucas, R. L. (2010). A study on intrinsic motivation factor in second language learning among selected freshman student. The Philippine ESLJournal, 4. 6-23.
Luftig, R. L. (2000). An investigation of an arts infusion program on creative thinking, academic achievement, affective functioning, and arts appreciation of children at three grade levels. Studies in Art Education, 41(3), 208-277.
Manolopoulou, S. (2004). Motivation with in the information processing modelof foreign language learning. System, (32), 427-441.
Masgoret, A. & Gardner, R. C. (2003). Attitudes, motivation and second language learning: a meta-analysis of studies conducted by Gardner and associates. Language Learning, 53, (1), 123-164.
McDonough, k., Crawford, W.J., Mackey, A. (2015). Creativity anf EFL student's language use during a group problem-solving task. TESOL Quarterly, 49(1), 188-199.
Noels, K. A. (2001). New orientations in language learning motivation: towards a model of intrinsic, extrinsic, and integrative orientations and motivation. Motivation and second language acquisition 23, 43-68.
Paris, S. G., & Turner, J. C. (1994). Situated motivation. In P. Pintrich, D. Brown, & C. Weinstein (Eds.), Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie (pp. 213–237). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Pintrich, P. R., & Schunk D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Merrill/Prentice Hall.
Rahman, S. (2007). Orientation and Motivation in English Language Learning: A Study of Bangladeshi Students at Undergraduate Level. Asian EFL Journal, 7, 1-26.
Rampersad, G. C. & Patel, F. (2014). Creativity as a desirable graduate attribute: Implications for curriculum design and employability. Asia Pacific Journal of Cooperative Education, 15 (1), 1-11.
Richards, J. C., Rogers, T. (2001). Approaches and methods in language teaching. Cambridge, Cambridge University Press.
Robinson, P. (2011). Task-Based Language Learning: A Review of Issues. Language learning, 61. 1-36
Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55, 657-687.
Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology.
Plucker, J. A., & Makel, M. C. (2010). Assessment of creativity. In J. C. Kaufman & R. J. Sternberg (Eds.), Cambridge handbook of Creativity (pp. 48–73). New York, NY: Cambridge University Press.
Saengkaew, W. (2016). Why do private university students secide to learn English? The 4th FLLT Conference Proceedings by LITU, 4(1),46-55
Schunk, D. H., Pintrich, P. R., & Meexe, J. L. (2008). Motivation in Education: Theory, Research, and Applications (3rd ed.). Upper Saddle River, NJ: Pearson Education.
Schunk, D. H. & Usher, E. L. (2012). Social cognitive theory and motivation. In R. Ryan (ed.), The Oxford Handbook of Human Motivation (pp. 13-27). New York, NY: Oxford University Press.
Sheidecker,D & W. Freeman (1999). Bringing out the best in students: how legendary teachers motivate kids. Thousand Oaks, CA: Corwin Press.
Shin, S. J., & Zhou, J. (2007). When is educational specialization heterogeneity related to creativity in research and development teams? Transformational leadership as a moderator. Journal of Applied Psychology, 92(6), 1709–1721.
Sternberg, R. J. and Lubart, T. I. (1999). The concept of creativity: Prospects and Paradigms. In R.J. Sternberg (ed.) Handbook of Creativity, pp. 3-16. London: Cambridge University Press.
Taguchi K. (2006). IS Motivation a Predictor of Foreign Language Learning? International Education Journal, 7, 560-569.
Tomlinson, B., & Masuhara, H. (2013). Simulations in materials development. In B. Tomlinson (Ed.), Developing materials for language teaching (pp. 501-519). London: Bloomsbury.
Torrance, E. P. (1979). The search for satori and creativity. Buffalo, NY: Bearly Limited.
Ushioda, E. (2008). Motivation from within, motivation from without. University of Warwick.
Ullrich, P. (2011). Communicative teaching: Role plays. retrieved from: https://en.islcollective.com/resources/printables/worksheets_doc_docx/shipwrecked__a_survival_game/rple-play-survival/2243
Vaezi, Sh. (2008). Language learning motivation among Iranian undergraduate students. World Applied Science Journal, 5(1), 54-61.
Vallerand, R. J., Pelletier, L. G., & Koestner, R.(2008). Reflection on self-determination theory. Canadian Psychology. 49(3), 257-262.
Ziahosseini M, Salehi M. 2008. An Investigation of the Relationship Between Motivation and Language Learning Strategies. Pazhuhesh-e Zabanha-ye Khareji, 41, 85-107. | ||
آمار تعداد مشاهده مقاله: 685 تعداد دریافت فایل اصل مقاله: 718 |