درآمدی بر آسیب شناسی تدریس فرهنگ در ایران: بررسی رابطۀ بین فرهنگ زدایی و هوش هیجانی در بین زبان آموزان انگلیسی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

دانشگاه زنجان

چکیده

زبان آموزانی که انگلیسی را به عنوان زبان خارجی می-آموزند ممکن است در حین یادگیری زبان مقصد دچار نوعی بحران هویت شوند. مطالعه‌ی حاضر به بررسی رابطه‌ی بین فرهنگ‌زداییو هوش هیجانی در میان زبان‌آموزان ایرانی می‌پردازد و بر آن است که دریابد آیا فرایند رویارویی زبان آموزان با زبان انگلیسی منجر به بیگانگی فرهنگی در آنان می‌شود. به این منظور 80 دانشجوی زبان انگلیسی دانشگاه زنجان در پژوهش شرکت داده شدند و از آن‌ها خواسته شد که به تست وابستگی فرهنگ بومی (پیشقدم، 2012) و نیز تست هوش هیجانی (شات و همکاران، 1998) پاسخ دهند. نتایج تحقیق نشان داد که رابطه‌ی معناداری بین هوش هیجانی و فرهنگ‌زدایی وجود دارد. از آنجایی‌که مسأله‌ی آموزش زبان انگلیسی در ایران و تأثیرات احتمالی آن بر هویت فرهنگی حائز اهمیت بسیاری است، بررسی تأثیرات احتمالی فرهنگ زبان انگلیسی بر هویت زبان آموزان ایرانی می‌تواند در مسائل آموزش زبان راهگشا باشد. به ویژه توصیه می‌شود که برنامه ریزان درسی توجه ویژه‌ای به بایدها و نبایدهای گنجاندن مقوله فرهنگ در کتب آموزشی زبان انگلیسی داشته باشند.

کلیدواژه‌ها


عنوان مقاله [English]

An Introduction to the Pathology of Teaching Culture in Iran: A Study of the Relationship between Deculturation and Emotional Intelligence among EFL Learners

نویسندگان [English]

  • Robab Khosravi
  • Seyedeh Arezoo Rafie
University of Zanjan
چکیده [English]

Learners of English as a foreign language (EFL learners) are the products of degree of identity conflict experienced while learning a language. Learning English means crossing the boundaries of one’s home culture into a foreign culture – a challenging cross-cultural experience influencing one’s home culture attachment (Pishghadam & Ordoubady 2011). In this study, 80 EFL learners of University of Zanjan participated in this project. They were asked to fill in the Home Culture Attachment Scale (HCAS) (Pishghadam 2012). Also, Schutte Emotional Intelligence Scale (SEIS) (Schutte et. al 1998) was used to assess emotional intelligence. The results of the study indicated that there is statically positive correlation between EI and deculturation. Due to the importance of English language learning in Iran and its impact on identity change, investigating the influence of cultural contact on learners in the process of language learning can shed light on the Iranian context of English language learning.

کلیدواژه‌ها [English]

  • Deculturation
  • Emotional intelligence
  • Cultural Identity
  • EFL Learners
  • Teaching Culture
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