ارتباط بین سیستم خودکار انگیزشی یادگیری زبان دوم، توانایی خواندن و درک مطلب، و جنسیت: مطالعه ای درمورد زبان آموزان زبان انگلیسی در ایران

The current study was an attempt to investigate the relationship among L2 Motivational Self-System, Reading Comprehension Ability, and Gender of Iranian EFL Learners. 70 participants of both male and female at intermediate level at Shokooh Institute in Kashmar-Iran were randomly selected. The instruments of the study were a L2 motivational self-system questionnaire by Yan(2011), and a reading comprehension test. The questionnaire consists of 61 questions, based on six-point scale from strongly agree to strongly disagree . The reading comprehension test was extracted from the texts in VOA special English website. The obtained data were analyzed through descriptive analysis and Pearson Correlation coefficient. The data were fed into SPSS 22, followed by employing T-test, Shapiro-Wilk and Levene s test. The findings revealed a positive relationship between L2 motivational self-system and reading comprehension ability and also a negative relationship between L2 Motivational self-system and the gender of EFL learners. The findings have some useful pedagogical implications for language teachers and syllabus designers that can be taken into account in teacher-training programs.

کلیدواژه ها:

L2 Motivational Self-System ، Reading Comprehension Ability ، Motivation ، Ideal L2 Self ، Integrativeness