چکیده:
This study aimed, firstly, to investigate the underlying components of Iranian cultural identity and, secondly, to confirm the aforementioned components via Structural Equation Modeling (SEM) analysis. In order to achieve these goals, the researchers reviewed the extensive local and international literature on language, culture and identity. Based on the literature and consultations with a group of 30 university undergraduate and post graduate learners English language learners and a cadre of four university professors in the field of sociology, an Iranian EFL Language Learners’ Cultural Identity Model with six components (Nationality, Religion, Arts, Persian Language and Literature, Media, and Globalization) was hypothesized. In order to test and validate the model, a questionnaire was developed. To probe the reliability of the questionnaire, Cronbach’s Alpha was used. The reliability of all the items in the questionnaire was 0.78. To estimate the construct validity of the model, Exploratory Factor Analysis using PCA was performed, which indicated five components (Religion, Arts, Persian Language and Literature, Media, and Globalization) underlying Iranian Cultural Identity. Then, Structural Equation Modeling (SEM) analysis through AMOS 22 was performed to test the model and the interaction among the components. The SEM results confirmed the existence of five factors. Finally, statistical results are discussed and implications are provided.
خلاصه ماشینی:
Based on the literature and consultations with a group of 30 university undergraduate and post graduate learners English language learners and a cadre of four university professors in the field of sociology, an Iranian EFL Language Learners‟ Cultural Identity Model with six components (Nationality, Religion, Arts, Persian Language and Literature, Media, and Globalization) was hypothesized.
The analysis of the data indicated that while cultural identity depicted no relationship with pronunciation knowledge of the participants, learners who were more intrinsically motivated 98 A Model of Iranian EFL Learners' Cultural… gained higher scores on the pronunciation test.
Maeder-Qian (2018) also investigated the interaction between intercultural experiences and the cultural identity reconstruction of Chinese international students in Germany by focusing on their cultural learning, and use of multiple languages including English as a lingua franca (ELF), German and Chinese.
2- Does the hypothesized model of language identity for English language learners in Iran show acceptable fit indices as explored through the Iranian Cultural Identity Questionnaire?
Final Model of Iranian Cultural Identity for EFL Learners {مراجعه شود به فایل جدول الحاقی} 4.
Based on the detailed statistical data elaborated in the Method section, the cultural identity model for English language learners in Iran, developed in this study, showed acceptable fit indices.
Globalization refers to the increase and intensification of flows of goods, services, capital, ideas, and information which generates integration of a number of economic, social and cultural activities across borders 112 A Model of Iranian EFL Learners' Cultural… (Alberi & Bertrucci, 2006).
Presentation of local and international culture in current 130 A Model of Iranian EFL Learners' Cultural… international English-language teaching textbooks.