تأثیر تغییر در پیچیدگی فعالیت‌های نگارشی بر انگیزه فعالیت فراگیران انگلیسی به عنوان زبان خارجی

چکیده

فراگیران زبان انگلیسی به عنوان زبانی خارجی ممکن است علاقه ای به نگارش نداشته باشند وحتی ممکن است در فعالیتهای نگارشی ضعیف عمل کنند که این تا حدی ناشی از انگیزه ای است که به این فعالیت ها دارند. این تحقیق به بررسی تاثیر سه درجه از پیچیدگی فعالیت های نگارشی بر اساس ابعاد معطوف به منبع بر انگیزه فعالیت فرا گیران زبان انگلیسی پرداخته است. شرکت کنندگان 64 فراگیر سطح میانی زبان انگلیسی در یک موسسه آموزش زبان انگلیسی در شهر بانه از استان سنندج ایران بودند که به صورت تصادفی آنها را به سه گروه پیچیدگی کم، پیچیدگی متوسط و پیچیدگی بالا تقسیم کردیم. هر گروه بعد از انجام فعالیت های نگارشی پرسشنامه انگیزه فعالیت را تکمیل نمودند. نتایج نشان داد که ارتباط درک شده که بعدی از انگیزه فعالیت است در گروه پیچیدگی متوسط نسبت به دو گروه دیگر بیشتر است. بعد دیگری از انگیزه فعالیت که وضعیت عاطفی نامیده می شود نیز در گروه پیچیدگی متوسط نسبت به دو گروه دیگر بیشتر بود زیرا شرکت کنندگان وضعیت عاطفی مثبتی را بعد از انجام فعالیت از خود نشان دادند. بر اساس یافته های این پژوهش و با در نظر گرفتن فراگیران سطح میانی زبان انگلیسی پیشنهاد می شود که معلمان زبان انگلیسی فعالیت های نگارشی با درجه پیچیدگی متوسط را در برنامه های فعالیت محور خود بگنجانند زیرا فراگیران نسبت به انجام این گونه فعالیت ها انگیزه دارند.

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