نوع مقاله : مقالۀ پژوهشی
نویسندگان
گروه زبان انگلیسی، دانشگاه رازی، کرمانشاه، ایران
چکیده
در حوزۀ فراگیری زبان خارجی «تحوّل عاطفی» نه‌تنها بر بُعد شناختی بلکه بُعد عاطفی یادگیری نیز تأکید دارد. این تحوّل به چگونگی تأثیر «هیجامد» بر یادگیری زبان و شکل‌گیری هویّت اشاره دارد. هیجانات پتانسیل شکل‌دهی هویّت را دارند. هیجامد تلفیقی از هیجان+ بسامد است که این مؤلّفه‌ها نمایان گر شناخت هستند. مطالعۀ حاضر از نوع مروری پیمایشی است که تأثیر انواع هیجامد که فراگیران تجربه می‌کنند و علل برانگیختگی و تأثیرات احتمالی آنها بر یادگیری را مورد بررسی قرار می‌دهد. ده نفر از دانشجویان زبان انگلیسی در مصاحبۀ شناختی شرکت کردند و از آنها خواسته شد راجع به تنش‌هایی توضیح دهند که در طول تحصیل با آنها مواجه شده یا می‌شوند. با تجمیع گفته‌های مصاحبه، مدیریت هیجامد از توانایی مدرّسان محسوب می‌شود و هیجامد در توسعۀ هویّت دوم نقش اساسی دارد. علاوه بر این، با هدف تحقّق یادگیری موفّقیت‌آمیز، هیجامد باید به سطح عملی گسترش یابد تا نشان‌گر برآورده شدن نیازهای عاطفی یادگیری باشد
کلیدواژه‌ها
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