بررسی میزان اضطراب زبانی زبان‌آموزان دختر و پسر نوجوان در کلاسهای برخط زبان فرانسه در ایران

نوع مقاله : مقاله پژوهشی

نویسندگان

محمود رضا گشمردی ¹

فریبا یعقوبی ²

پریوش صفا ¹

¹ دانشگاه تربیت مدرس

² گروه فرانسه دانشگاه تربیت مدرس تهران ایران

10.22067/rltf.2024.86864.1105

چکیده

در کلاس‌های زبان خارجه، اضطراب یکی از متغیرهای بسیار مهم است که در یادگیری زبان خارجه نقش به سزایی را ایفا می‌کند. در شرایط و محیط‌های مختلف آموزشی و همین‌طور در میان دختران و پسران، نقش اضطراب می‌تواند متفاوت باشد. هورویتز و همکارانش (1986) این متغیر را اضطراب زبانی نامیده‌اند که در هنگام یادگیری زبان خارجه و زمانی که زبان آموز نمی‌تواند از زبان مادری خود استفاده کنند ایجاد می‌شود و تاثیر بسیاری بر یادگیری یک زبان دارد. از بین مهارت‌های زبانی، به نظر می‌رسد که زبان‌آموزان در بیان شفاهی بیشتر با این نوع اضطراب مواجه باشند زیرا آن‌ها تصور می‌کنند که با صحبت کردن به زبانی که به اندازۀ کافی به آن تسلط ندارند ممکن است توسط استاد یا همکلاسی‌های خود مورد قضاوت قرار گیرند (هورویتز و همکاران1986).

از آنجایی که پس از شیوع ویروس کرونا، آموزش برخط رواج چشمگیری پیدا کرده است و مطالعات کمی در خصوص اضطراب زبانی در کلاس‌های برخط زبان فرانسه وجود دارد، در این تحقیق قصد داریم به کمک مقیاس اضطراب زبان خارجۀ هورویتز(1986) میزان اضطراب زبانی 77 زبان‌آموزان نوجوان مبتدی 9تا 14 سالۀ کانون زبان ایران را بسنجیم و به رابطۀ این اضطراب با جنسیت زبان‌آموزان پی ببریم. نتایج این تحقیق که بر پایۀ نظریۀ اضطراب زبانی هورویتز استوار است، نشان می‌هد که زبان‌آموزان نوجوان مبتدی در کلاس‌های برخط زبان فرانسه، سطح متوسطی از اضطراب زبانی را تجربه می‌کنند و رابطۀ معناداری بین سطح اضطراب زبان‌آموزان و جنسیت آنها وجود ندارد

کلیدواژه‌ها

زبان فرانسه

اضطراب زبانی

زبان‌آموز نوجوان ایرانی

کلاس برخط زبان فرانسه

جنسیت

موضوعات

• زبان فرانسه

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عنوان مقاله English

Study on the language anxiety level of boys and girls learning French inonline courses in Iran

نویسندگان English

Mahmoud Reza Gashmardi ¹

Fariba Yaghoobi ²

Parivash Safa ¹

¹ Department of French Education

² Tarbiat Modares University

چکیده English

In language courses, anxiety emerges as one of the crucial variables that plays an essential role in learning a foreign language. The level of anxiety may vary depending on conditions, educational environments, and gender differences. Horowitz and colleagues (1986) identified this variable as language anxiety, which occurs during the learning of a foreign language, particularly when the learners cannot use their native language. Among linguistic skills, learners of a foreign language seem to face this type of anxiety more prominently during oral production, fearing judgment from their teachers or peers due to their limited language proficiency (Horwitz et al., 1986).

With the rise of online education after the coronavirus pandemic and a lack of studies on language anxiety in online courses of French as a foreign language, this research, relying on Horowitz's (1986) language anxiety scale, aims to measure the level of language anxiety among 77 young beginner learners aged 9 to 14 at the Language Center of Iran. This study also seeks to explore the relationship between this anxiety and the learners' gender. The results, based on Horowitz's language anxiety theory, reveal that young beginner learners studying French in online courses experience a moderate level of language anxiety, with no significant relationship between anxiety and gender.

کلیدواژه‌ها English

French Language

Language Anxiety

Young Iranian Learners

Online Courses

Gender

مراجع

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