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