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بررسی ارتباط بین اضطراب، کمالگرایی و تمایل به برقراری ارتباط در کلاس فراگیران زبان انگلیسی

Name: بررسی ارتباط بین اضطراب، کمالگرایی و تمایل به برقراری ارتباط در کلاس فراگیران زبان انگلیسی
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تعداد89 صفحه در فایل word

کارشناسیارشد «M.A»

گرایش آموزش زبان انگلیسی

بررسی ارتباط بین اضطراب، کمالگرایی و تمایل به برقراری ارتباط در کلاس فراگیران زبان انگلیسی

Having communicative competence is of paramount importance in EFL teaching. All of the famous methods of language teaching aim at developing students’ communicative skills by proposing techniques and strategies to foster students’ interaction and involvement in classroom activities. However, apart from language proficiency, willingness to communicate is influenced by many other external and internal factors. The present study aims at exploring the relationship among EFL students’ anxiety and perfectionism, and their willingness to communicate in EFL classes. To do so, a set of questionnaires, namely “Willingness To Communicate” (MacIntyre, et al., 2001), “Foreign Language Classroom Anxiety” (Horwitz et al., 1986) and “Multidimensional Perfectionism Scales” (Hewitt &Flett, 1991) were distributed among 120 Iranian EFL university students (50 males and 70 females) studying at The University of Birjand, Payam-Noor University of Birjand, and Islamic Azad University of Zahedan. In order to find out the relationships among the variables, the Pearson Product-Moment correlations were conducted. The results of the correlational analyses indicated that there was a statistically significant negative correlation between EFL students’ willingness to communication and their anxiety (r=-.575, p < .05) and perfectionism (r=-.462, p < .05). In other words, the findings showed that EFL students with a higher level of anxiety and perfectionism displayed lower willingness to communication in the class. The results also indicated no statistically significant difference between male and female EFL students in terms of their willingness to communication (.718>.05). The findings of the study emphasize the importance of teachers’ understanding of the students’ characteristics and creating of a classroom environment which is not anxious for the students. The overall results of the study were discussed and the implications for further research and recommendations for practice were made.

Key Words: willingness to communicate, anxiety, perfectionism, EFL students

دسته: زبان خارجه, زبان خارجه برچسب: anxiety, EFL students, Key Words: willingness to communicate, perfectionism

توضیحات

Abstract 1

Chapter 1: Introduction

1.1 Background of the study………………………………………………………………………………….. 2

1.2 Statement of the Problem ………………………………………………………………………………… 6

1.3 Significance of the Study…………………………………………………………………………………. 7

1.4 Research Questions and Hypotheses……………………………………………………………….. 9

1.5 Definition of Key Terms………………………………………………………………………………… 10

1.6 Organization of the Study……………………………………………………………………………… 10

Chapter 2: Review of the Literature

2.1 Overview……………………………………………………………………………………………………….. 13

2.2 Willingness to communicate (WTC)……………………………………………………………… 13

2.2.1The origins of WTC…………………………………………………………………………………… 13

2.2.2 Unwillingness to communicate (UWTC)……………………………… … 14

2.2.3. Willingness to Communicate in the Native Language (L1)………………………… 15

2.2.4. Willingness to Communicate in Second or Foreign Language (L2)……………….. 16

2.2.5. Trait versus state WTC in L2……………………………………………………………………… 18

2.2.6. Antecedents of WTC…………………………………………………………………………………… 18

2.2.6.1. Introversion/extraversion……………………………………………………………………. 19

2.2.6.2. Self-esteem………………………………………………………………………………………….. 19

2.2.6.3. Communication Apprehension (CA)………………………………………………………. 19

2.2.6.4. Self-Perceived Communication Competence (SPCC)…………………………… 20

2.2.7. Heuristic Model of WTC in L2…………………………………………………………………… 21

2.2.7.1. The pyramid Model of WTC in L2……………………………………………………….. 21

2.2.8. Related Empirical Studies on WTC……………………………………………………………. 23

2.2.9. L2 willingness to communicate research in Iran………………………………………… 25

2.3. Anxiety…………………………………………………………………………………………………………. 27

2.3.1. Anxiety from a psychological viewpoint…………………………………………………… 28

2.3.2. Types of anxiety………………………………………………………………………………………… 29

2.3.2.1. Trait anxiety…………………………………………………………………………………………. 29

2.3.2.2State anxiety…………………………………………………………………………………………….. 29

2.3.2.3Situation-specific anxiety…………………………………………………………………………. 30

2.3.3. Foreign language anxiety…………………………………………………………………………… 31

2.3.4. Factors Contributing to Foreign Language Anxiety……………………………………. 32

2.3.4.1. Communication apprehension (communication anxiety)……………………….. 32

2.3.4.2. Fear of negative evaluation………………………………………………………………….. 33

2.3.4.3. Test anxiety (TA)…………………………………………………………………………………. 34

2.3.5. Facilitative and debilitative anxiety…………………………………………………………… 34

2.4. Understanding and Definition of Perfectionism……………………………………………. 35

2.4.1. Dimensions of Perfectionism…………………………………………………………………….. 37

2.4.1.1. Self-Oriented Perfectionism (SOP)………………………………………………………. 38

2.4.1.2. Other-Oriented Perfectionism (OOP)……………………………………………………. 38

2.4.1.3. Socially Prescribed Perfectionism (SPP)………………………………………………. 39

2.4.2. Adaptive and Maladaptive Perfectionism………………………………………………….. 39

Chapter 3: Methodology

3.1 Introduction…………………………………………………………………………………………………… 43

3.2 Design……………………………………………………………………………………………………………. 43

3.3 Participants……………………………………………………………………………………………………. 43

3.4 Instrumentation……………………………………………………………………………………………… 43

3.4.1. Willingness to communicate scale (WTCS)……………………………………………….. 44

3.4.2. Foreign Language Classroom Anxiety Scale (FLCAS)…………………………….. 44

3.4.3. Multidimensional Perfectionism scale (MPS)……………………………………………. 45

3.5Procedure ………………………………………………………………………………………………………. 45

3.5.1. Data collection………………………………………………………………………………………… 45

3.5.2. Data analysis……………………………………………………………………………………………… 46

Chapter 4: Results

4.1 Overview……………………………………………………………………………………………………….. 48

4.2Descriptive statistics………………………………………………………………………………………. 48

4.2.1Reliability of instruments………………………………………………………………………… 48

4.2.2Normalizing test………………………………………………………………………………………….. 49

4.2.3Descriptive statistics of the questionnaires……………………………………………… 50

4.3 Inferential statistics……………………………………………………………………………………….. 51

4.3.1 Research question one ……………………………………………………………………………. 51

4.3.2 Research question two……………………………………………………………………………. 52

4.3.3 Research question three…………………………………………………………………………. 53

Chapter 5: Discussion and Conclusion

5.1 Overview……………………………………………………………………………………………………….. 57

5.2 Summary and Discussion of Findings……………………………………………………………. 57

5.2.1. Discussion of the Results of Research Question One……………………………… 57

5.2.2 Discussion of the Results of Research Question two and three……………….. 59

5.3Conclusion……………………………………………………………………………………………………… 62

5.4Pedagogical implications………………………………………………………………………………… 63

5.5 Limitations and suggestions for future research…………………………………………….. 64

References…………………………………………………………………………………………………………….. 66

Farsi Abstract………………………………………………………………………………………………………… 76

List of Tables

Table 4.1.:Results of Reliability of Instruments ………………………………………………….. 49

Table 4.2.: Results of Kolmogorov-Smirnov test for Instruments………………………… 50

Table 4.3.: Results of Descriptive statistics of instruments…………………………………. 51

Table 4.4.: Results of the correlation between willingness to communicate and anxiety 52

Table 4.5.: Results of the correlation between willingness to communicate and perfectionism 53

Table 4.6.: Results of descriptive statistics for WTC of males and females…………. 54

Table 4.7.: Results of independent samples T-test between WTC of male and female EFL participants……………………………………………………………………………………………………………………………. 54

List of Figures

Fig.1: Heuristic model of variables influencing WTC: MacIntyre, Clément, Dörnyei, & Noels, 1998, p. 547………………………………………………………………………………………………………………………. 22

بررسی ارتباط بین اضطراب، کمالگرایی و تمایل به برقراری ارتباط در کلاس فراگیران زبان انگلیسی

تعداد89 صفحه در فایل word

کارشناسی­ارشد «M.A»

گرایش آموزش زبان انگلیسی

بررسی ارتباط بین اضطراب، کمالگرایی و تمایل به برقراری ارتباط در کلاس فراگیران زبان انگلیسی

Key Words: willingness to communicate, anxiety, perfectionism, EFL students

Abstract 1

Chapter 1: Introduction

1.1 Background of the study………………………………………………………………………………….. 2

1.2 Statement of the Problem ………………………………………………………………………………… 6

1.3 Significance of the Study…………………………………………………………………………………. 7

1.4 Research Questions and Hypotheses……………………………………………………………….. 9

1.5 Definition of Key Terms………………………………………………………………………………… 10

1.6 Organization of the Study……………………………………………………………………………… 10

Chapter 2: Review of the Literature

2.1 Overview……………………………………………………………………………………………………….. 13

2.2 Willingness to communicate (WTC)……………………………………………………………… 13

2.2.1The origins of WTC…………………………………………………………………………………… 13

2.2.2 Unwillingness to communicate (UWTC)……………………………… … 14

2.2.3. Willingness to Communicate in the Native Language (L1)………………………… 15

2.2.4. Willingness to Communicate in Second or Foreign Language (L2)……………….. 16

2.2.5. Trait versus state WTC in L2……………………………………………………………………… 18

2.2.6. Antecedents of WTC…………………………………………………………………………………… 18

2.2.6.1. Introversion/extraversion……………………………………………………………………. 19

2.2.6.2. Self-esteem………………………………………………………………………………………….. 19

2.2.6.3. Communication Apprehension (CA)………………………………………………………. 19

2.2.6.4. Self-Perceived Communication Competence (SPCC)…………………………… 20

2.2.7. Heuristic Model of WTC in L2…………………………………………………………………… 21

2.2.7.1. The pyramid Model of WTC in L2……………………………………………………….. 21

2.2.8. Related Empirical Studies on WTC……………………………………………………………. 23

2.2.9. L2 willingness to communicate research in Iran………………………………………… 25

2.3. Anxiety…………………………………………………………………………………………………………. 27

2.3.1. Anxiety from a psychological viewpoint…………………………………………………… 28

2.3.2. Types of anxiety………………………………………………………………………………………… 29

2.3.2.1. Trait anxiety…………………………………………………………………………………………. 29

2.3.2.2State anxiety…………………………………………………………………………………………….. 29

2.3.2.3Situation-specific anxiety…………………………………………………………………………. 30

2.3.3. Foreign language anxiety…………………………………………………………………………… 31

2.3.4. Factors Contributing to Foreign Language Anxiety……………………………………. 32

2.3.4.1. Communication apprehension (communication anxiety)……………………….. 32

2.3.4.2. Fear of negative evaluation………………………………………………………………….. 33

2.3.4.3. Test anxiety (TA)…………………………………………………………………………………. 34

2.3.5. Facilitative and debilitative anxiety…………………………………………………………… 34

2.4. Understanding and Definition of Perfectionism……………………………………………. 35

2.4.1. Dimensions of Perfectionism…………………………………………………………………….. 37

2.4.1.1. Self-Oriented Perfectionism (SOP)………………………………………………………. 38

2.4.1.2. Other-Oriented Perfectionism (OOP)……………………………………………………. 38

2.4.1.3. Socially Prescribed Perfectionism (SPP)………………………………………………. 39

2.4.2. Adaptive and Maladaptive Perfectionism………………………………………………….. 39

Chapter 3: Methodology

3.1 Introduction…………………………………………………………………………………………………… 43

3.2 Design……………………………………………………………………………………………………………. 43

3.3 Participants……………………………………………………………………………………………………. 43

3.4 Instrumentation……………………………………………………………………………………………… 43

3.4.1. Willingness to communicate scale (WTCS)……………………………………………….. 44

3.4.2. Foreign Language Classroom Anxiety Scale (FLCAS)…………………………….. 44

3.4.3. Multidimensional Perfectionism scale (MPS)……………………………………………. 45

3.5Procedure ………………………………………………………………………………………………………. 45

3.5.1. Data collection………………………………………………………………………………………… 45

3.5.2. Data analysis……………………………………………………………………………………………… 46

Chapter 4: Results

4.1 Overview……………………………………………………………………………………………………….. 48

4.2Descriptive statistics………………………………………………………………………………………. 48

4.2.1Reliability of instruments………………………………………………………………………… 48

4.2.2Normalizing test………………………………………………………………………………………….. 49

4.2.3Descriptive statistics of the questionnaires……………………………………………… 50

4.3 Inferential statistics……………………………………………………………………………………….. 51

4.3.1 Research question one ……………………………………………………………………………. 51

4.3.2 Research question two……………………………………………………………………………. 52

4.3.3 Research question three…………………………………………………………………………. 53

Chapter 5: Discussion and Conclusion

5.1 Overview……………………………………………………………………………………………………….. 57

5.2 Summary and Discussion of Findings……………………………………………………………. 57

5.2.1. Discussion of the Results of Research Question One……………………………… 57

5.2.2 Discussion of the Results of Research Question two and three……………….. 59

5.3Conclusion……………………………………………………………………………………………………… 62

5.4Pedagogical implications………………………………………………………………………………… 63

5.5 Limitations and suggestions for future research…………………………………………….. 64

References…………………………………………………………………………………………………………….. 66

Farsi Abstract………………………………………………………………………………………………………… 76

کارشناسیارشد «M.A»