A Socio-linguistic Study on Relational Identity and Language Learning Performance within Iranian English Language Learners: A Focus on Parental Involvement

In this study, the researchers intended to screen English language learning perceptions on four relational contexts including language learners’ family members, English teachers, classmates and their best friends. To this aim, a group of Iranian adolescents (no=۳۸), with an age range of ۱۲-۱۶ were randomly selected from three language institutes located in Sabzevar, Khorasan Razavi. The researchers distributed a modified version of a validated questionnaire by Taylor (۲۰۱۰) titled Quadripolar Model of Identity (TQMI) to investigate variability of the learners’ perceptions for ۱)learning English with regard to four relational contexts above and ۲) their insights over two conceived selves including public and imposed self. Findings indicated that within diverse characterizations of personality types, the preferences for including “family members” in the learning processes and future functioning were conspicuous. As to respondents’ preferences towards achieving their goals in learning English regarding their two selves (public and imposed), it became clear that the level of imposing on the part of “language teachers” and “families” on the learners was roughly the same in both present and future self categorization presentations and in the public self, again family members had more rates. Finally, the results from the data on the relationship between two aspects of identity (imposed vs. public), and language learning success, measures represented a significant relationship for only imposed identity indicators. Implications for overall recognition of other-related people in the language learning processes were discussed in the end.

کلیدواژه ها:

Identity ، Imposed Self/Identity ، Parental Involvement ، Public Self/Identity ، Relational Context