نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه زبان انگلیسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
2 گروه زبان انگلیسی، واحد نجف آباد، دانشگاه آزاد اسلامی، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Considering the speaking skill as the frequently-used yardstick for measuring L2 proficiency and the overlooked role of intrapersonal variables in designing the curriculum of Persian as a Foreign Language (PFL) courses, this study examined the relationship among verbal self-disclosure, attachment style (secure, anxious, avoidant, and disorganized), Willingness To Communicate (WTC), and the speaking skill in Arab PFL learners. Based on a correlational research design, 120 Arab intermediate PFL learners were randomly selected, and four instruments including a verbal self-disclosure questionnaire, an attachment style questionnaire, a WTC questionnaire, and a standard speaking skill test were administered to gather the required data. Pearson correlation coefficient and multiple regression analysis were used for data analysis. The results of a set of Pearson coefficient of correlations showed that verbal self-disclosure, WTC, and secure attachment style were positively correlated with Arab PFL learners’ speaking ability at significant levels. Although the secure attachment style had a positive correlation with PFL learners’ speaking skill, the insecure attachment styles (anxious, avoidant, and disorganized) showed negative correlations with the speaking skill. Based on the results of the multiple regression analysis, the three variables of WTC, verbal self-disclosure, and secure attachment style were respectively the most potent predictors of Arab PFL learners’ speaking skill. The findings of the study have implications for PFL teaching, PFL curriculum development, and educational psychology.
کلیدواژهها [English]