احساس غربت و سازگاری اجتماعی و رابطه‌ی آنها با یکدیگر در فارسی‌آموزان غیرایرانی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 استادیار گروه روان‌شناسی- دانشگاه بین‌المللی امام خمینی(ره)

2 استادیار گروه آموزش زبان فارسی- دانشگاه بین‌المللی امام خمینی(ره)

3 کارشناس ارشد روان‌شناسی

چکیده

در فرایند یادگیری زبان دوم/خارجی، تأثیر مسائل عاطفی و روانی را نمی‌توان نادیده انگاشت؛ اهمیت این مسائل را می‌توان از نظریه‌های پژوهشگرانی مانند کرشن (1982) نیز دریافت که با ارائه‌ی فرضیه‌ی «فیلتر عاطفی»، عوامل عاطفی و روانی را به مثابه‌ی یک مانع یا یک عنصر بهبوددهنده در مسیر یادگیری زبان‌آموزان می‌دانند. در همین راستا، پژوهش حاضر نیز به بررسی میزان «احساس غربت» و «سازگاری اجتماعی» و رابطه­ی آنها با یکدیگر در میان فارسی­آموزان مرکز آموزش زبان فارسی دانشگاه بین‌المللی امام خمینی‌(ره) پرداخته است. برای انجام پژوهش، 178 فارسی­آموز (35 دختر و 143 پسر) مورد بررسی قرار گرفتند. پرسش­نامه‌‌های سازگاری اجتماعیِ بل (1961) و احساس غربت ون ولیت (2001) ابزارهای این پ‍ژوهش بودند. نتایج نشان ‌داد که 9/12 درصد از فارسی‌آموزان، احساس غربت ضعیف،‌ 7/64 درصد احساس غربت متوسط و 4/22 درصد احساس غربت شدید دارند و از نظر سازگاری اجتماعی نیز 7/24 درصد سازگاری اجتماعی پایین، ‌5/62 درصد سازگاری اجتماعی متوسط و 8/12 درصد سازگاری اجتماعی بالا دارند. همچنین، بین نمره‌ی کل احساس غربت و خرده‌مقیاس (عامل) دلتنگی برای خانواده، بین دختران و پسران تفاوت معناداری وجود دارد، اما بین سازگاری اجتماعی این دو گروه هیچ تفاوت معناداری مشاهده نشد. بررسی رابطه‌ی احساس غربت با سازگاری اجتماعی نیز نشان داد که بین احساس غربت (نمره کل) و خرده‌مقیاس­های «میل بازگشت به وطن» و «مشکل سازگاری» با سازگاری اجتماعی در فارسی­آموزان غیرایرانی رابطه­ی منفی و معنادار وجود دارد. 

کلیدواژه‌ها


عنوان مقاله [English]

Homesickness and Social Adjustment and their Relationship in Non-Iranian Persian Learners

نویسندگان [English]

  • Abdoljavad Ahmadi 1
  • Amirreza Vakilifard 2
  • Masoumeh Safari Karahroudi 3
چکیده [English]

Emotional factors have a considerable effect on the second/foreign language learning. This issue has been accentuated by Krashen's affective filter hypothesis (1982) which indicates that emotional factors can function as both a hurdle in or catalyst for learning process. The present research aims to examine the homesickness and social adjustment and their relationship in non-Iranian Persian learners in a selected group of learners at Persian Centre in Imam Khomeini International University. Doing so, 178 Persian learners (35 females and 143 males) were selected as the research sample. The Adjustment Inventory (Bell, 1961) and Homesickness Scale (van Vliet, 2001) were employed to gather data. The results showed that 12.9 % of Persian learners felt weak, 64.7% experienced mild and 22.4% had sever degree of homesickness. Moreover, it was revealed that 24.7%, 62.5%, and 12.8% of learners had low, middle and high degree of social adjustment respectively. It was also found that there was significant difference in total score of homesickness between female and male learners However, there existed no significant difference between these two groups in social adjustment. Analyzing the relationship between homesickness and social adjustment showed that there was a significant negative correlation among the total score of homesickness, subscales of ‘desire to return to homeland’ and ‘adaptation problem’ with social adjustment. Finally, some recommendations are offered in order to prevent and reduce the potential damage on campus and classrooms for teachers and staff.

کلیدواژه‌ها [English]

  • Homesickness
  • missing family
  • desire to return to homeland
  • adaptation
  • loneliness
  • missing for known people and places
  • social adjustment
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