خلاصة:
هدف از این پژوهش، بررسی رابطهی بین هوش هیجانی، استقلال، خودتنظیمی و تمایل به برقراری ارتباط با مهارت خواندن و درک مطلب فارسیآموزان غیرفارسیزبان است. 141 نفر از دانشجویان 28 کشور جهان که در 12 دانشگاه ایران بودند، در این پژوهش مشارکت کردند. این افراد در مراکز زبان فارسی دانشگاهها مشغول به یادگیری زبان فارسی به عنوان زبان خارجی بودند یا دانشآموختهی زبان فارسی از همین مراکز بودند. دانشگاههای منتخب تحقیق حاضر در بخشهای مختلف کشور، یعنی شمال، جنوب، شرق، غرب و مرکز ایران واقع شدهاند. ابزار مورد استفاده در پژوهش حاضر، آزمون خواندن و درک مطلب فارسی و چهار پرسشنامهی تمایل به برقراری ارتباط، خودتنظیمی، خودراهبری و هوش هیجانی بوده است. نتایج ضریب همبستگی پیرسون نشان میدهد که هر چهار متغیر با مهارت خواندن و درک مطلب رابطهی مثبت و معناداری دارند. همچنین، بین تمامی زیرمؤلفههای استقلال، هوش هیجانی، خودتنظیمی و این مهارت نیز روابط مثبت و معناداری وجود دارد. به منظور سنجش قدرت پیشبینی کنندهی 4 متغیر مستقل به همراه زیرمؤلفههای تشکیلدهندهی آنها نسبت به مهارت خواندن، از روشهای آماری رگرسیون چندگانه و استاندارد شده استفاده شد. هر 4 متغیر مستقل و اغلب زیرمؤلفههای مربوط به آنها قدرت پیشبینی خوبی از مهارت خواندن دارند. بهعلاوه، به منظور فراهم آوردن بینش عمیقتر در مورد متغیرها و برآورد قدرت روابط علّی میان آنها، مدل معادلهی ساختاری از طریق نرمافزار اِیاِماُاِس استفاده شد. هر چهار متغیر مستقل پیشبین مهارت خواندن و درک مطلب بودند و از میان آنها متغیر تمایل به برقراری ارتباط قویترین پیشبین این مهارت بود.
The purpose of this nationwide study was to explore the relationships between emotional intelligence (EI), autonomy, self-regulation (S-R), willingness to communicate (WTC) and reading comprehension ability of Persian Foreign Language (PFL) learners in Iran. For this end, 141 non-Persian students, from 28 different countries in the world, majoring in various fields at 12 universities across Iran, participated in this study. The selected universities were located in the north, south, east, west, center and other parts of Iran. The participants were asked to answer a reading comprehension test and the translated Persian versions of EI, AU, S-R and WTC scales. The results of Pearson Correlation Coefficient indicated that there were positive significant relationships between the four variables and reading comprehension. The results also revealed positive significant relationships between all sub-components of emotional intelligence, autonomy, and self-regulation and reading comprehension. Moreover, in order to assess the strengths of predicting the four independent variables and their sub-components of reading comprehension, multiple and standardized regressions were run. The obtained results showed that the four independent variables and most sub-components were strong predictors of reading comprehension. Also, for providing more insights about the variables and estimating the strengths of the causal relationships among them, Structural Equation Modeling (SEM) was utilized by AMOS 24. The four independent variables were strong predictors of reading comprehension, with WTC being the strongest predictor. Implications and future studies are discussed at the end of the paper. Extended Abstract: Emphasis on reading comprehension skill of foreign language learners is one of the most significant methodological topics in language learning and teaching. Moreover, individual differencesof learners such as emotional intelligence (EI), autonomy, self-regulation (S-R), and willingness to communicate (WTC) have been recognized as very influential variables in the process of language learning. Therefore, exploring the effects of these variables can be very helpful in the process of foreign language learning, including reading comprehension. Until now, in the literature of teaching and learning Persian as a foreign language, no study has been conducted on the possible relationships or effects of emotional intelligence, autonomy, self-regulation, and willingness to communicate on reading comprehension of Persian foreign language (PFL) learners. The present study attempts to fill this gap. Consequently, the purpose of this nationwide study was to explore the relationships between emotional intelligence, autonomy, self-regulation, willingness to communicate and reading comprehension ability of Persian Foreign Language learners in Iran. For this end, 141 non-Persian students, from 28 different countries in the world, majoring in various fields at 12 universities across Iran, participated in this study. The selected universities were located in the north, south, east, west, center, and other parts of Iran. The universities were: University of Isfahan, Imam Khomeini International University, Bu-Ali Sina University, Shahid Beheshti University, University of Tehran, Shiraz University, Allameh Tabataba'i University, Ferdowsi University of Mashhad, University of Mazandaran, Malayer University, Yazd University, and Yasouj University. The diversity of Persian foreign language learners shows the increasing significance of this language worldwide. The participants were asked to answer a reading comprehension test and the translated Persian versions of emotional intelligence, autonomy, self-regulation and willingness to communicate scales. The results of Pearson Correlation Coefficient indicated that there were positive significant relationships between the four variables; i.e. emotional intelligence, autonomy, self-regulation, willingness to communicate and reading comprehension. The results also revealed positive significant relationships between all sub-components of emotional intelligence (self-emotion appraisal, others' emotion appraisal, use of emotion, and regulation of emotion), autonomy (self-management, willingness to learn, and self-control), and self-regulation (planning, self-checking, effort, and self-efficacy) and reading comprehension. Moreover, in order to assess the strengths of predicting the four independent variables and their sub-components of reading comprehension, multiple and standardized regressions were run. The obtained results showed that the four independent variables and most sub-components were strong predictors of reading comprehension. Also, for providing more insights about the variables and estimating the strengths of the causal relationships among them, Structural Equation Modeling (SEM) was utilized by AMOS 24. The four independent variables were strong predictors of reading comprehension (emotional intelligence: 0.29; autonomy: 0.18; self-regulation: 0.16; and willingness to communicate: 0.43), with WTC being the strongest predictor. Foreign language learners, especially Persian foreign language learners, foreign language teachers, and all individuals involved in foreign language teaching and learning can benefit from the results of the current study. Learners must be aware of their own individual differences and their important effects in their reading comprehension ability and ultimately in the process of foreign / second language learning. They must know that by being able to use their emotions, willingness to communicate, taking responsibility of their actions, and also being actively involved, they are deemed to succeed in their endeavor of learning a foreign language. Teachers, too, can provide great help by becoming aware of the role of learners' individual differences. They can emphasize tasks that utilizes learners' emotional intelligence, autonomy, self-regulation, and willingness to communicate. Curriculum developers, syllabus designers, and materials producers must also pay special attention to these variables. In general, individual differences are very vital in the process of foreign / second language learning and many researchers in Iran and across the world have underlined their role in language learning, and specifically in reading comprehension ability. However, the significance of this study is on the grounds that no study had been conducted to investigate the effects and relations of these variables on reading comprehension for Persian as a foreign language. At the end, we should emphasize that this study did not consider age and gender of the participants. We suggest future researchers explore the effects of these variables. Also, interested researchers can explore the effects of these variables on other language skills; that is, listening, speaking, and writing. There are also other uninvestigated individual differences, such as self-efficacy, creativity, critical thinking, self-esteem, etc. that researchers can study. We hope that the current study and future studies shed light on the role of individual differences on learning Persian as a foreign language.
ملخص الجهاز:
تا به امروز، در مطالعات پیشین مرتبط با آموزش و یادگیری زبان فارسی به عنوان یک زبان خارجی، مطالعات بسیار اندکی بر روابط یا اثرات ممکن هوش هیجانی، استقلال، خودتنظیمی، تمایل به برقراری ارتباط بر مهارت خواندن و درک مطلب فارسیآموزان غیرفارسیزبان صورت گرفته است.
اشاره شد که تاکنون پژوهش مشخصی برای بررسی رابطهی احتمالی میان هوش هیجانی، استقلال، خودتنظیمی، تمایل به برقراری ارتباط و مهارت خواندن و درک مطلب فارسیآموزان غیرفارسیزبان صورت نگرفته است.
همچنین در پژوهشی که توسط لی (Lee, 2019) با هدف بررسی تأثیر استقلال انگلیسیآموزان بر پیشرفت تحصیلی، Communicative Language Teaching (CLT) Teacher-centered paradign Learner-centered paradigm درک وظایف و مشارکت کلاسی آنها صورت گرفت، نتایج نشان میدهد که دانشآموزان گروه آزمایش در امتحانات خود نمرات به مراتب بالاتری نسبت به گروه تحت کنترل، کسب کردند.
نتایج بهدست آمده نشان میدهد که رابطهی مثبت و معناداری میان هر چهار متغیر و مهارت خواندن و درک مطلب یادگیرندگان فارسی به عنوان زبان خارجی وجود دارد: هوش هیجانی (0.
یافتههای این پژوهش انجام گرفته در بافت زبان فارسی به عنوان یک زبان خارجی در توافق با نتایج پژوهش ظفریان و نعمتی (Zafarian & Nemati, 2016) است که در پژوهش آنها، رابطهی مثبت و معناداری میان استقلال یادگیرندگان زبان خارجی انگلیسی و مهارت خواندن و درک مطلب آنها وجود داشت.
به علاوه نتایج حاصله از پژوهش نگارنده، وجود یک همبستگی معنادار بین تمایل به برقراری ارتباط و مهارت خواندن و درک مطلب یادگیرندگان زبان خارجی فارسی را نشان میدهد.
]in Peraian[ Evaluation of Literary Texts Derived from Teaching Persian to non-Persian Books: An Integrated Approach Hoda Hoseynpour Bovanlo 1 PhD Graduate, Department of Persian Language and Literature, Ferdowsi university, Mashhad, Iran.