خلاصة:
ﯾﮑﯽ از ﻣﺴﺎﺋﻞ ﺣﺎﺋﺰ اﻫﻤﯿﺖ در ﯾﺎدﮔﯿﺮی زﺑﺎن دوم، اﻧ ﺼﺮاف از ﯾﺎدﮔﯿﺮی اﺳﺖ ﮐﻪ ﺗﺎﺛﯿﺮ ﻣﺴﺘﻘﯿﻤﯽ در ﮐﯿﻔﯿﺖ ﯾﺎدﮔﯿﺮی و رﺳﯿﺪن ﺑﻪ اﻫﺪاف آﻣﻮزﺷﯽ دارد و ﻫﻤﻮاره ﭘﯿﺎﻣﺪﻫﺎی ﻧﺎﻣﻄﻠﻮب ﻧﺎﺷﯽ از آن، ﻣﺘﻮﺟﻪ زﺑﺎنآﻣﻮزان ﺑﻮده اﺳﺖ. از اﯾﻦ رو ﺑﺮرﺳﯽ ﻋﻮاﻣﻞ ﻣﻮﺛﺮ در اﯾﻦ ﻣﺴﺌﻠﻪ ﭘﯿﭽﯿﺪه اﺟﺘﻤﺎﻋﯽ، ﺑﻪ ﻣﻨﻈﻮر اﺗﺨﺎذ راﻫﮑﺎرﻫﺎی ﺑﺎزدارﻧﺪه ﻣﻨﺎﺳﺐ ﺿﺮوری ﺑﻪﻧﻈﺮ ﻣﯽرﺳﺪ. ﺟﺎﻣﻌﻪآﻣﺎری ﭘﮋوﻫﺶ ﻣﺘﺸﮑﻞ از ۸۰۰ ﻧﻔﺮ زﺑﺎن اﻧﮕﻠﯿﺴﯽ آﻣﻮز ﺟﻬﺎد داﻧﺸﮕﺎﻫﯽ ﺷﻬﺮ اروﻣﯿﻪ ﺑﻮد ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از ﺟﺪول ﻣﻮرﮔﺎن و ﺑﺎ ﺿﺮﯾﺐ اﻃﻤﯿﻨﺎن ۹۵٪ ﺣﺠﻢ ﻧﻤﻮﻧﻪآﻣﺎری ۲۶۱ ﻧﻔﺮ در ﻧﻈﺮ ﮔﺮﻓﺘﻪﺷﺪ. ﭘﺲ از ﻣﺮﺗﺐﺳﺎزی ﺟﺎﻣﻌﻪآﻣﺎری ﺑﺮﺣﺴﺐ ﻧﻤﺮه ﮐﻞ و ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻃﺒﻘﻪﺑﻨﺪی اراﺋﻪﺷﺪه در ﻣﻘﺎﻟﻪ، ﺗﻌﺪاد ۲۶۱ ﻧﻔﺮ ﻧﻤﻮﻧﻪآﻣﺎری ﺑﻪ روش اﻧﺘﺨﺎب ﺗﺼﺎدﻓﯽ ﺳﺎده از ﺳﻪ ﭼﺎرک اول، ﺳﻮم و ﭼﻬﺎرم درﻧﻈﺮ ﮔﺮﻓﺘﻪﺷﺪﻧﺪ. ﻧﻤﻮﻧﻪﻫﺎ ﻣﺘﺸﮑﻞ از زﺑﺎن اﻧﮕﻠﯿﺴﯽآﻣﻮزان دﺧﺘﺮ و ﭘﺴﺮ ﺳﻄﺢ ﻣﻘﺪﻣﺎﺗﯽ در ﻣﺤﺪوده ﺳﻨﯽ ۱۲ ﺗﺎ ۱۸ ﺳﺎل ﺑﻮدﻧﺪ. ﻋﻼوه ﺑﺮ ﺑﺮرﺳﯽ ﻫﻤﺒﺴﺘﮕﯽ ﻣﯿﺎن ﻣﺘﻐﯿﯿﺮﻫﺎی» ﻏﯿﺒﺖ «و» اﻧﺼﺮاف از ﯾﺎدﮔﯿﺮی «، ﺗﺎﺛﯿﺮ ﻋﺎﻣﻞ» ﺟﻨﺴﯿﺖ «ﺑﺮ آنﻫﺎ را ﻧﯿﺰ ﺑﺮرﺳﯽ ﮔﺮدﯾﺪ. در اﯾﻦ راﺳﺘﺎ ﺑﺎ ﺗﻔﮑﯿﮏ ﻧﻤﻮﻧﻪﻫﺎ ﺑﻪ دو ﮔﺮوه» ﮔﺮوه زﺑﺎنآﻣﻮزان ﺑﺎ ﻧﻤﺮه ﮐﻞ ﺑﺎﻻﺗﺮ از ۹۰ «و» ﮔﺮوه زﺑﺎنآﻣﻮزان ﺑﺎ ﻧﻤﺮه ﮐﻞ ﮐﻤﺘﺮ از ۸۰ «، ﻓﺮﺿﯿﺎت ﻣﺴﺌﻠﻪ و ﻣﺘﻐﯿﺮﻫﺎی آن، ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮن ﺧﯽ- دو و در ﻧﺮم اﻓﺰار» SPSS V. 24 «ﻣﻮرد ﺑﺮرﺳﯽ ﻗﺮارﮔﺮﻓﺘﻪ و در ﻧﺘﯿﺠﻪ ﺗﺤﻠﯿﻞ دادهﻫﺎی ﺑﺪﺳﺖ آﻣﺪه ﺿﺮﯾﺐﻏﯿﺒﺖ ﮐﻞ ﭘﺴﺮان را ۱۲۳/۲٪ ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ ۱۵/۱٪ ﺑﯿﺸﺘﺮ از ﮐﻞ دﺧﺘﺮان اﺳﺖ. ﻧﮑﺘﻪ ﻗﺎﺑﻞﺗﻮﺟﻪ اﯾﻦ اﺳﺖ ﮐﻪ دﺧﺘﺮان ﮔﺮوه ﮐﻮﺷﺎ ۲۶/۸٪ ﮐﻤﺘﺮ و دﺧﺘﺮان ﮔﺮوه ﮐﻤﺘﺮﮐﻮﺷﺎ ۱۰٪/۶ ﺑﯿﺸﺘﺮ از ﭘﺴﺮان ﻫﻢ ﮔﺮوه ﺧﻮد ﻏﯿﺒﺖ ﻣﯽﮐﻨﻨﺪ ﻫﻤﭽﻨﯿﻦ دﺧﺘﺮﻫﺎ و ﭘﺴﺮﻫﺎی ﮐﻤﺘﺮﮐﻮﺷﺎ ﻧﺴﺒﺖ ﺑﻪ ﻫﻢ ﺟﻨﺲﻫﺎی ﺧﻮد در ﮔﺮوه ﮐﻮﺷﺎ ﺑﻪ ﺗﺮﺗﯿﺐ ۴۸٪ و ۱۰/۶ % ﻏﯿﺒﺖ ﺑﯿﺸﺘﺮی داﺷﺘﻪاﻧﺪ. درﺻﺪ ﻧﺴﺒﯽ اﻧﺼﺮافازﯾﺎدﮔﯿﺮی ﮔﺮوهﻫﺎی ﻣﻮرد ﻣﻄﺎﻟﻌﻪ ﻧﺴﺒﺖ ﺑﻪ درﺻﺪ ﮐﻞ ﻣﺠﻤﻮﻋﻪ را ﻧﺸﺎن ﻣﯽدﻫﺪ. ﻫﻤﺎﻧﻄﻮر ﮐﻪ ﻣﺸﺎﻫﺪه ﻣﯽﺷﻮد، % ۱۹/۹ از دﺧﺘﺮان ﺟﺎﻣﻌﻪ ﻣﻮرد ﻣﻄﺎﻟﻌﻪ از ﯾﺎدﮔﯿﺮی زﺑﺎن در ﺗﺮم ﺑﻌﺪ اﻧﺼﺮاف دادهاﻧﺪ، ﮐﻪ در اﯾﻦ ﺑﯿﻦ ۹/ ۳۸٪ ﻣﺘﻌﻠﻖ ﺑﻪ ﮔﺮوه دﺧﺘﺮان ﮐﻤﺘﺮﮐﻮﺷﺎ و ۲۶/۸٪ ﻣﺘﻌﻠﻖ ﺑﻪ ﮔﺮوه دﺧﺘﺮان ﮐﻮﺷﺎ ﻫﺴﺘﻨﺪ. از ﺳﻮﯾﯽ دﯾﮕﺮ در ﺟﺎﻣﻌﻪ ﮐﻞ ۳۲/۰٪ از ﭘﺴﺮان از ﯾﺎدﮔﯿﺮی زﺑﺎن در ﺗﺮم ﺑﻌﺪی اﻧﺼﺮاف دادهاﻧﺪ ﮐﻪ از اﯾﻦ ﻣﯿﺰان ۲۷/۶٪ ﻣﺮﺑﻮط ﺑﻪ ﮔﺮوه ﮐﻤﺘﺮﮐﻮﺷﺎ و ۴۷/۴٪ از اﻧﺼﺮافدﻫﻨﺪﮔﺎن ﻣﺮﺑﻮط ﺑﻪ ﮔﺮوه ﭘﺴﺮان ﮐﻮﺷﺎ ﻣﯽﺑﺎﺷﻨﺪ. ﺿﺮﯾﺐﻏﯿﺒﺖ و اﻧﺼﺮافازﯾﺎدﮔﯿﺮی ﺑﻪﺗﺮﺗﯿﺐ در ﮔﺮوهﻫﺎی ﮐﻮﺷﺎ و ﮐﻤﺘﺮﮐﻮﺷﺎ ﺑﺎ ﻣﻘﺎدﯾﺮ ۰/۰۴۸ و ۰/۰۱۱ در ﺳﻄﺢ ۵٪ دارای ﻫﻤﺒﺴﺘﮕﯽ ﻣﻌﻨﯽدار ﻣﯽﺑﺎﺷﻨﺪ و ﻣﺎﺑﯿﻦ ﺳﺎﯾﺮ ﻣﺘﻐﯿﯿﺮﻫﺎ ﻫﻤﺒﺴﺘﮕﯽ ﻣﻌﻨﯽداری در ﺳﻄﺢ ۵٪ ﻣﺸﺎﻫﺪهﻧﺸﺪ. ﻫﻤﭽﻨﯿﻦ ﻣﯽﺗﻮان ﮔﻔﺖ ﮐﻪ اﮔﺮﭼﻪ ﻣﻄﺎﺑﻖ ﻧﻈﺮﯾﻪ ﻓﺸﺎر ﺳﺎﺧﺘﺎری، درﻣﺠﻤﻮع ﭘﺴﺮان ﺑﯿﺸﺘﺮ از دﺧﺘﺮان در ﻣﻌﺮض اﻧﺼﺮاف از ﯾﺎدﮔﯿﺮی زﺑﺎن ﺧﺎرﺟﻪ ﻗﺮار دارﻧﺪ، وﻟﯽ اﯾﻦ ﻣﺴﺌﻠﻪ در ﮔﺮوه دﺧﺘﺮان» ﮐﻤﺘﺮﮐﻮﺷﺎ «ﮐﺎﻣﻼ ﻣﻌﮑﻮس اﺳﺖ. ﺑﻪ ﻋﺒﺎرﺗﯽ دﯾﮕﺮ اﯾﻦ ﮔﺮوه از زﺑﺎنآﻣﻮزان دﺧﺘﺮ، ﺣﺘﯽ ﺑﯿﺸﺘﺮ از ﭘﺴﺮان ﻫﻤﮕﺮوه ﺧﻮد اﻧﺼﺮاف از ﯾﺎدﮔﯿﺮی داﺷﺘﻪاﻧﺪ. در ﻧﻬﺎﯾﺖ ﺑﻪﻧﻈﺮ ﻣﯽرﺳﺪ ﻣﺘﻐﯿﯿﺮ» ﻏﯿﺒﺖ «ﺑﺘﻮاﻧﺪ ﺑﻪ ﻋﻨﻮان ﻣﻌﯿﺎر ﻣﻨﺎﺳﺒﯽ ﺑﺮای ﭘﯿﺶﺑﯿﻨﯽ اﻧﺼﺮاف از ﯾﺎدﮔﯿﺮی زﺑﺎن اﻧﮕﻠﯿﺴﯽآﻣﻮزان در ﻧﻈﺮ ﮔﺮﻓﺘﻪﺷﻮد.
An important issue in learning a second language is to withdraw from
learning the second language which affects directly the learning quality and
arriving at educational objectives and its adverse consequences have been
always aimed at language learners. Therefore, studying the effective factors
in this social complex issue to take appropriate prohibitory strategies seems
necessary. The statistical population of this study constitutes of 800 language
learners of UACECR. The volume of the statistical sample was considered
261 persons using Morgan Table and with a 95% confidence coefficient.
After arranging the statistical population based on the total score and given
the provided categorization in this article, 261 statistical samples were
selected with a simple random method from the first, third, and fourth
quarters. The samples were composed of 12 to 18 years old boy and girl
learners at the elementary level. The effect of the "gender" factor was
studied in addition to the correlation between "absence" and "withdrawal of
learning" factors. For this purpose, the samples were separated into two
groups "the language learners with a total score higher than 90" and "the
language learners with a total score lower than 80". The study's assumptions
were studied using the chi-square test at SPSS V.24 software. The results of
obtained data analysis indicated that the total absence coefficient of the boys
is 123.2% which is 15.1% higher than the total girls. It is worth noting that
girls in the diligent group absented 26.8% less, and the girls in the less
diligent group absented 10.6% more compared to their boys' counterpart
group. Meanwhile, the less diligent boys and girls absented 48% and 10.6%
more compared to their same gender in the diligent group. The relative
percentage indicated the learning withdrawal of the studied groups to the
total complex. As indicated, 19.95 of the girls in the studied population
withdraw from learning the language in the next term of which 27.6% were
related to the less diligent group and 47.4% were related to the diligent boys'
group. The coefficient of absence and learning withdrawal were
significantly correlated with 0.048 and 0.011 respectively for diligent and
less diligent groups at a 5% level. No significant correlation was seen among
other variables at the 5% level. It can be also said that although according to
structural strain theory, totally boys are more subjected to language learning
withdrawal, this is completely reversed in the "less diligent" girl group. In
other words, this group of girl language learners even withdraw more
compared to their boy counterparts. Finally, it seems that the "absence"
variable can be considered an appropriate factor to predict language learning
withdrawal of English learners.