رابطه بین روان رنجوری و بیان شفاهی زبان آموزان ایرانی با رویکرد مدل سازی معادلات ساختاری

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه پیام نور، تهران، ایران

2 دانشیار آموزش زبان انگلیسی، دانشگاه پیام نور، تهران، ایران

چکیده

در این پژوهش، رابطه‌ی بین روان‌رنجوری به عنوان یکی از پنج بعد اصلی شخصیت و مولفه‌های تشکیل دهنده‌ی گفتار، شامل روانی و انسجام گفتار، تلفظ، دقت دستوری و واژگان مورد بررسی قرار گرفت. به‌همین منظور، 257 دانشجوی ایرانی رشته‌های زبان انگلیسی و داوطلب آزمون آیلتس (IELTS)در یک  مصاحبه‌ی سنجش و ارزشیابی عملکرد بیان شفاهی شرکت کردند و در ادامه‌ی آن به‌پرسشنامه عوامل پنجگانه‌ی شخصیتی گلدبرگ (1999) پاسخ دادند. نتایج مدل‌سازی معادلات ساختاری که تاثیرات غیر مستقیم استاندارد روان‌رنجوری بر مولفه‌های بیان شفاهی را نشان می‌داد، بیانگر این بود که روان‌رنجوری، اثر منفی متوسطی بر روانی و انسجام گفتار (بتا = 0.350-)،  واژگان (بتا = 0.365-)، دقت دستوری (بتا = 0.345-)، و تلفّظ (بتا = 0.350-) دارد که در این میان بیشترین تاثیر منفی را بر واژگان می‌گذارد. نتایج مطالعه مورد بحث و تاثیرات ضمنی آن بر آموزش زبان انگلیسی مورد بررسی قرار می‌گیرد. 

کلیدواژه‌ها


عنوان مقاله [English]

Neuroticism and the oral performance of Iranian EFL learners: a structural equation modelling approach

نویسندگان [English]

  • Mohammad Imanian 1
  • Fatemeh Hemmati 2
1 Department of Linguistics and Foreign Languages, Payame Noor University
2 Department of Linguistics and Foreign Languages
چکیده [English]

This study aimed to investigate the effects of neuroticism, as one of the big five personality factors, on oral performance and its components comprising cohesion and fluency, pronunciation, grammaticality, and lexical resources. To this end, 257 Iranian EFL students took an oral proficiency interview (OPI) and responded to a personality questionnaire including 50 items (Goldberg, 1992). The participants' oral performance was rated by two trained raters. The structural equation modeling (SEM) analysis, revealing the standardized non-direct effects of neuroticism on the components of speaking, showed that neuroticism had moderate and negative indirect effects on cohesion and fluency (Beta = -.351), lexical resources (Beta = - .365), grammaticality (Beta = -.354), and pronunciation (Beta = -.350). The results of the study are discussed and the pedagogical implications are provided for the EFL context.

کلیدواژه‌ها [English]

  • Oral performance
  • oral performance components
  • neuroticism
  • Comprehension apprehension
  • structural equation modelling
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