نوع مقاله : مقالۀ پژوهشی
نویسندگان
1 'گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه فردوسی مشهد
2 استادیار گروه آموزشی زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه فردوسی مشهد
چکیده
با معرفی هوش هیجانی-حسی و نقش آن در آموزش و یادگیری در سال‌های اخیر، مطالعه تأثیر حواس و هیجانات بر یادگیری مهارت‌های زبانی اهمّیّت یافته است. پژوهش حاضر با هدف بررسی نقش هوش هیجانی-حسی و هیجانات در مهارت نوشتاری و مقایسة آن بین زبان‌آموزان ایرانی و عراقی انجام شده است. ازاینرو از 301 دانشجوی ایرانی و عراقی رشتة زبان انگلیسی خواسته شد تا دو پرسشنامة «هوش هیجانی-حسی» و «هیجانات در حین نوشتن» را پر کنند. نتایج نشان داد نمرة نوشتاری زبان‌آموزان با هیجانات مثبت آن‌ها رابطة معنادار مثبت و با هیجانات منفی آن‌ها رابطة معنادار منفی دارد. همچنین بین برخی از هیجانات تجربه شدة زبان‌آموزان ایرانی و عراقی مانند خستگی، لذّت، امید و آسودگی تفاوت معناداری مشاهده شد و در برخی از هیجانات ازجمله اضطراب، لذّت و غرور از نظر عوامل انسانی و غیرانسانی به‌وجود‌آورندة هیجانات تفاوت معناداری وجود داشت. افزون‌بر‌این، یافته‌ها نشان داد هوش هیجانی-حسی به‌طور مثبت و معناداری نمرات مهارت نوشتاری زبان‌آموزان ایرانی و عراقی را پیش‌بینی می‌کند. درنهایت، نتایج موردبحث قرار گرفت و کاربردهای آن در زمینة آموزش زبان ارائه شد.
تازه های تحقیق
کلیدواژه‌ها
موضوعات
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