| تعداد نشریات | 24 |
| تعداد شمارهها | 867 |
| تعداد مقالات | 7,777 |
| تعداد مشاهده مقاله | 13,966,710 |
| تعداد دریافت فایل اصل مقاله | 11,971,562 |
The Interplay between Iranian EFL Learners’ Motivational Selves and Their Sociopragmatic and Pragmalinguistic Competence: A Structural Equation Modeling Approach | ||
| Teaching English as a Second Language Quarterly | ||
| مقاله 2، دوره 43، شماره 4، بهمن 2024، صفحه 33-56 اصل مقاله (683.72 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2024.51116.3323 | ||
| نویسندگان | ||
| Maryam Esmaeili؛ Azizullah Mirzaei* ؛ Ali Roohani | ||
| English Department, Faculty of Letters and Humanities, Shahrekord University, Shahrekord, Iran. | ||
| چکیده | ||
| Despite the surge of interest in exploring the interface between second/foreign-language (L2) learners’ pragmatics and motivational profiles, empirical research that holistically captures their interrelationship remains in its infancy. The current study explored the interplay between L2 learners’ motivational selves and their sociopragmatic and pragmalinguistic competence using structural equation modeling (SEM). It sought to elucidate the mechanisms within the theoretical framework of the L2 Motivational Self-System that underpin this relationship. A cohort of 260 participants learning English-as-a-foreign-language (EFL) from three public universities in Iran was assessed using an online L2 motivation questionnaire and an oral discourse completion test (ODCT) to evaluate their L2 motivational selves as well as sociopragmatic and pragmalinguistic knowledge. The SEM analysis indicated that the learners’ sociopragmatics and pragmalinguistics were associated with some motivational subcomponents. Specifically, the students’ Ideal L2 Self exhibited significant positive predictive power in relation to their sociopragmatics. Their L2 Learning Experience contributed significantly to their pragmalinguistic knowledge. However, the participants’ Ought-to L2 Self appeared to predict their sociopragmatics negatively. Overall, those students who possessed a more robust Ideal L2 Self and an enriched L2 Learning Experience exhibited greater sensitivity to sociopragmatic and pragmalinguistic aspects and demonstrated better pragmatic production. Conversely, their Ought-to L2 Self which is inundated with obligations had a preventative function. These findings underscore the significance of integrating motivational constructs into L2 language pedagogy to enhance the learners’ Ideal L2 Self and their L2 Learning Experience, thereby optimizing their performance pragmatically. | ||
| کلیدواژهها | ||
| L2 Motivational Self-System؛ Motivational Selves؛ Pragmalinguistics؛ Sociopragmatics | ||
| مراجع | ||
|
Al Rubai’ey, F. S. (2016). Identity and pragmatic transfer: The role of Omani EFL learners’ identities in their pragmatics choices in English (Unpublished doctoral dissertation). York University, Toronto. Amini, D., Najjar Hosseini, H., & Ghasemzadeh, A. (2023). Modeling the relationship between revised L2 motivational self system, L2 emotions, motivated learning behavior, and L2 proficiency. Teaching English as a Second Language Quarterly, 42(4), 115-136.
Chiravate, B. (2012). The effects of motivation and proficiency on pragmatic and grammatical awareness in foreign language learning. In W. M. Chan, K. N. Chin, S. Bhatt, & I. Walker (Eds.), Perspectives on individual characteristics and foreign language education (pp. 93- 114). Walter de Gruyter.
Cohen, A. D. (2019). Strategy instruction for learning and performing target language pragmatics. In A. U. Chamot & V. Harris (Eds.), Learning strategy instruction in the language classroom: Issues and implementation (pp. 140-152). Multilingual Matters.
Cohen, A. D., & Wang, I. K. H. (2018). Fluctuation in the functions of language learner strategies. System, 74, 169-182.
Csizér, K., & Kormos, J. (2009). Learning experiences, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 98-117). Multilingual Matters.
Dörnyei, Z. (1994). Understanding L2 motivation: On with the challenge! Modern Language Journal, 78, 515-523. https://doi.org/10.1111/j.1540-4781.1994.tb02071.x.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. In Z. Dörnyei (Ed.), Attitudes, orientations, and motivations in language learning (pp. 3-32). Blackwell.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Dörnyei, Z. (2009a). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Multilingual Matters. Dörnyei, Z. (2009b). The psychology of second language acquisition. Oxford University Press
Dörnyei, Z. (2020). Foreword. In A. H. Al-Hoorie & P. D. MacIntyre (Eds.), Contemporary language motivation theory: 60 years since Gardner and Lambert (pp. 14-17). Multilingual Matters.
Dörnyei, Z., & Al-Hoorie, A. H. (2017). The motivational foundation of learning languages other than global English: Theoretical issues and research directions. The Modern Language Journal, 101, 455-468. https://doi.org/10.1111/modl.12408.
Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning, 63(3), 437-462. https://doi.org/10.1111/modl.12408. Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused interventions. Routledge.
Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identities and the L2 self: future research direction. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 350-356). Multilingual Matters.
Duff, P. A. (2017). Commentary: Motivation for learning languages other than English in an English dominant world. The Modern Language Journal, 101, 597-607.
Gasiorek, J. (2016). Theoretical perspectives on interpersonal adjustments in language and communication. In H. Giles (Ed.), Communication accommodation theory: Negotiating personal relationships and social identities across contexts (pp. 13-35). Cambridge University Press.
Gregersen, T., & MacIntyre, P. D. (2015). ‘I can see a little bit of you on myself’: A dynamic systems approach to the inner dialogue between teacher and learner selves. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 260- 284). Multilingual Matters.
Garcia, P. (2004). Meaning in academic contexts: A corpus based study of pragmatic utterances (Unpublished doctoral dissertation). Northern Arizona University.
Higgins, E. T., & Cornwell, J. F. M. (2016). Securing foundations and advancing frontiers: Prevention and promotion effects on judgment and decision making. Organizational Behavior and Human Decision Processes, 136, 56-67.
Inagaki, A. (2019). Pragmatic development, the L2 motivational self-system, and other affective factors in a study-abroad context: The case of Japanese learners of English. East Asian Pragmatics, 4(1), 145-168. https://doi.org/10.1558/eap.38218.
Jang, Y., & Lee, J. (2018). The effects of ideal and ought-to L2 selves on Korean EFL learners’ writing strategy use and writing quality. Reading and Writing, 32(8), 1-20.
Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. Blackwell.
Khany, R., & Amiri, M. (2016). Action control, L2 motivational self system, and motivated learning behavior in a foreign language learning context. European Journal of Psychology of Education, 33(2), 337-353.
Kunnan, A. J. (1998). An introduction to structural equation modelling for language assessment research. Language Testing, 15, 295-332.
Larsen-Freeman, D., & Cameron, L. (2008). Research methodology on language development from a complex systems perspective. The Modern Language Journal, 92(2), 200-213. https://doi.org/10.1111/j.1540-4781.2008.00714.x. Leech, G. N. (1983). Principles of pragmatics. Longman.
Li, S. (2011). The effect of input-based practice on pragmatic development in L2 Chinese. Language Learning, 62(2), 403-438.
Li, S. (2014). The effects of different levels of linguistic proficiency on the development of L2 Chinese request production during study abroad. System, 45, 103-116.
Mackay, J. (2019). An ideal second language self intervention: Development of possible selves in an English as a foreign language classroom context. System, 81, 50-62.
Martinović, A. (2018). The L2 motivational self system: Differences among learners, Jezikoslovlje, 19(1), 133-157. https://orcid.org/0000-0001-5756-1165.
Mirzaei, A., Roohani, A., & Esmaeili, M. (2012). Exploring pragmalinguistic and sociopragmatic variability in speech act production of L2 learners and native speakers. Journal of Teaching Language Skills, 4(3), 79-102.
Mirzaei, A., & Parhizkar, R. (2021). The interplay of L2 pragmatics and learner identity as a social, complex process: A poststructuralist perspective. Teaching English as a Second Language Electronic Journal, 25(1), 1-27. Munezane, Y. (2013). Attitudes, affect and ideal L2 self as predictors of willingness to communicate. EUROSLA, 13, 176-198.
Noels, K. A. (2001). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 51, 107-144.
Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467-479.
Papi, M., & Hiver, P. (2020). Language learning motivation as a complex dynamic system: A global perspective of truth, control, and value. The Modern Language Journal, 104, 209-232. https://doi.org/10.1111/modl.12624.
Papi, M., & Teimouri, Y. (2014). Language learner motivational types: A cluster analysis study. Language Learning, 64, 493-525.
Ren, W. (2018). Developing pragmatic competence in study abroad contexts. In C. Sanz & A. Morales-Front (Eds.), The Routledge handbook of study abroad research and practice (pp. 119-133). Routledge.
Schmidt, R. W. (1993). Consciousness, learning, and interlanguage pragmatics. In G. Kasper & S. BlumKulka (Eds.), Interlanguage pragmatics (pp. 21-42). Oxford University Press.
Shakki, F., Naeini, J., Mazandarani, O., & Derakhshan, A. (2020). Instructed second language English pragmatics in the Iranian context. Journal of Teaching Language Skills, 39(1), 201-252. https://doi.org/10.22099/jtls.2020.38481.2886.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
Tagashira, K., Yamato, K., & Isoda, T. (2011). Japanese EFL learners’ pragmatic awareness through the looking glass of motivational profiles. JALT Journal, 33(1), 5-26.
Taguchi, N. (2007). Task difficulty in oral speech act production. Applied Linguistics, 28, 113- 135.
Taguchi, N. (2011). Pragmatic development as a dynamic, complex process: General patterns and case histories. The Modern Language Journal, 95(4), 605-627.
Taguchi, N. (2014a). Development of interactional competence in Japanese as a second language: Use of incomplete sentences as interactional resources. The Modern Language Journal, 98(2), 518-535.
Taguchi, N. (2017). Interlanguage pragmatics. In A. Barron, P. Grundy, & G. Yueguo (Eds.), The Routledge handbook of pragmatics (pp. 153-167). Routledge. Taguchi, N. (2018). Description and explanation of pragmatic development: Quantitative, qualitative, and mixed methods research. System, 75, 23-32.
Taguchi, N. (2019). The Routledge handbook of second language acquisition and pragmatics. Routledge. Taguchi, N., & Li, S. (2017). Replication research in contextual and individual influences in pragmatic competence: Taguchi, Xiao, & Li (2016) and Bardovi-Harlig & Bastos (2011). Language Teaching, 52(1), 1-13.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 66-97). Multilingual Matters. Taguchi, N., & Roever, C. (2017). Second language pragmatics. Oxford University Press.
Tajeddin, Z., & Zand-Moghadam, A. Z. (2012). Interlanguage pragmatic motivation: Its construct and impact on speech act production. RELC Journal, 43(3), 353-372.
Takahashi, S. (2001). The role of input enhancement in developing pragmatic competence. In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching. Cambridge University Press.
Takahashi, S. (2005). Pragmalinguistic awareness: Is it related to motivation and proficiency? Applied Linguistics, 26(1), 90-120. https://doi.org/10.1093/applin/amh040.
Takahashi, S. (2015). The effects of learner profiles on pragmalinguistic awareness and learning. System, 48, 48-61. https://doi.org/10.1016/j.system.2014.09.004.
Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4(2), 91-112.
Ueki, M., & Takeuchi, O. (2015). Study abroad and motivation to learn a second language: Exploring the possibility of the L2 motivational self system. Language Education & Technology, 52, 1-25.
Ueki, M., & Takeuchi, O. (2017). The impact of studying abroad experience on the affective changes related to L2 motivation: A qualitative study of the process of change. In M. T. Apple, D. D. Silva, & T. Fellner (Eds.), L2 selves and motivations in Asian contexts (pp. 119-133). Multilingual Matters.
Wang, T.Y., & Liu, Y. C. (2017). Dynamic L3 selves: A longitudinal study of five university L3 learners’ motivational trajectories in China. The Language Learning Journal, 48(2), 1-13.
Wang, X., & Liu, H. (2024). Exploring the moderation roles of emotions, attitudes, environment, and teachers on the impact of motivation on learning behaviors in students’ English learning. Psychol. Rep., 1-27. https://doi.org/10.1177/00332941241231714.
Wei, Y. (2022). Toward Technology-Based Education and English as a Foreign Language Motivation: A Review of Literature. Frontier in Psychology, 13, Article 870540.
Welesilassie, M. W., & Nikolov, M. (2024). The relationship among EFL learners’ motivational self-system, willingness to communicate, and self-assessed proficiency at an Ethiopian preparatory high school. Heliyon, 10(4), Article e24171.
Yang, H. & Lian, Z. (2023). Ideal L2 self, self-efficacy, and pragmatic production: The mediating role of willingness to communicate in learning English as a foreign language. Behavioral Sciences, 13(7), 597-610. https://doi.org/10.3390/bs13070597.
Yang, H., & Ren, W. (2020). Pragmatic awareness and second language learning motivation: A mixed-methods investigation. Pragmatic and Cognition, 26(2), 447-473.
Yang, H. & Wu, X. (2022). Language learning motivation and its role in learner complaint production. Sustainability, 14(17), 10770. https://doi.org/10.3390/su141710770.
Zhang, Y., Lu, X. & Liu, H. (2024). Relationship between learners’ L2 motivational self system and parental investment behavior in learners’ English learning. Front. Psychol., 15, 1380346. https://doi.org/10.3389/fpsyg.2024.1380346.
Zhang, Y., & Papi, M. (2021). Motivation and second language pragmatics: A regulatory focus perspective. Frontiers in Psychology, 12, 753605.
Zhou, C. (2022). The relationship between Chinese EFL learners’ l2 motivational self-system and willingness to communicate. Theory and Practice in Language Studies, 12(11), 2374-2380. https://doi.org/10.17507/tpls.1211.18. | ||
|
آمار تعداد مشاهده مقاله: 320 تعداد دریافت فایل اصل مقاله: 374 |
||