Palavras-chave
English as a foreign language
Schemas
Willingness to communicate
Como Citar
Resumo
O presente estudo teve como objetivo investigar a relação entre a vontade de comunicar (WTC) e os diferentes componentes dos esquemas desadaptativos iniciais (EMSs). Além disso, o estudo procurou descobrir se algum subcomponente dos EMSs prevê significativamente o WTC dos alunos iranianos do EFL. Cento e cinquenta alunos intermediários de EFL fizeram um teste de Nelson, e 109 alunos com pontuações dentro da faixa de ± um desvio padrão da média foram selecionados. Os alunos selecionados preencheram dois questionários medindo WTC e EMSs. Os resultados das análises estatísticas indicaram que havia uma relação estatisticamente negativa e significativa entre o WTC e os componentes de reclusão e defeito / timidez dos EMSs. Além disso, foi revelado que nenhum dos componentes dos EMSs poderia prever significativamente o WTC. Com base nas descobertas, os componentes de isolamento e defeito / vergonha dos EMSs devem ser o foco de mais atenção se o objetivo for aumentar o WTC dos alunos.
Referências
Ahi, G. H., Mohammadi Far, M. A., & Besharat, M. A. (2007). Validity and reliability of the short form of Young Schema Questionnaire. Psychology & Educational Science, 37(3), 5-20.
Aliakbari, M., Kamangar, M., & Khany, R. (2016). Willingness to communicate in English among Iranian EFL students. English Language Teaching, 9(5), 33-44.
Atkinson, R. L., Atkinson, R. C., Smith, E. E., Bem, D. G., & Nolen-Hoeksema, S. (2000). Hilgard’s introduction to psychology. (13th ed). Tehran: Roshd.
Baldwin, M. W. (1992). Relational schemas and the processing of social information. Psychological Bulletin, 112(3), 461-484.
Beck, J (1995) Terapia cognitive. New York, NY: Guilford Press.
Bergil, A. S. (2016). The influence of willingness to communicate on overall speaking skills among EFL learners. Procedia - Social and Behavioral Sciences, 232(2), 177 – 187.
Bonett, D. G., & Wright, T. A. (2000). Sample size requirements for estimating Pearson, Kendall and Spearman correlations. Psychometrika, 65(1), 23-28.
Breen, W. E., & Kashdan, T. B. (2011). Anger suppression after imagined rejection among individuals with social anxiety. Journal of Anxiety Disorders, 25(7), 879-887.
Brown, H. D. (1994). Teaching by principles. Englewood Cliffs, NJ: Prentice-Hall.
Divandari, H., Ahi, Gh., Akbari, H., & Mahdian, H. (2009). The Short Form of Young Schema Questionnaire (SQ-SF): An investigation of the psychometric properties and factorial structure among the students of the Islamic Azad University of Kashmar in 2006-2007 Academic year. Educational Bulletin of Islamic Azad University of Bojnoord, 5, 20, 103-133.
Drapeau, M., & Perry, J. C. (2004). Childhood trauma and adult interpersonal functioning: A study using the core conflictual relationship theme method (CCRT). Child Abuse and Neglect, 28(10), 1049-1066.
Fahim, A., & Dhamotharan, M. (2016). Willingness to communicate in English among trainee teachers in a Malaysian Private University. Journal of Social Sciences, 12(2), 105-112.
Gaffey, K. J. (2009). Child maltreatment experiences and romantic relationship functioning: The role of emotion dysregulation and early maladaptive schemas. (Unpublished doctoral dissertation). Miami University, Oxford, Ohio.
Hargie, O., Saunders, C., & Dickson, D. (1994). Social skills in interpersonal communication. Tehran: Roshd.
Kim, J., Talbot, N. L., & Cicchetti, D. (2009). Childhood abuse and current interpersonal conflict: The role of shame. Child Abuse and Neglect, 33(6), 362-371.
MacIntyre, P. D., Baker, S. C., Cle ́ment, R., & Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studies on Second Language Acquisition, 23, 369-388
MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52(3), 537-564.
MacIntyre, P., Clement, R., Dornyei, Z., & Noels, K. (2002). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(6), 545-562.
Mahdi, D. A. (2014). Willingness to Communicate in English: A Case Study of EFL Students at King Khalid University. English Language Teaching, 7(7), 17-25.
Mueller, S. E., Degen, B., Petitjean, S., Wiesbeck, G. A., & Walter, M. (2009). Gender differences in interpersonal problems of alcohol dependent patients and healthy controls. International Journal of Environmental Research and Public Health, 6(12), 3010-3022.
Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37(3), 269–275.
Pallant, J. (2010). SPSS survival manual. McGraw-Hill Education (UK).
Rahbar, B., Suzani, M., & Sajadi, Z. (2016). The relationship between emotional intelligence and willingness to communicate among Iranian intermediate EFL learners. Journal of language teaching: theory and practice, 2(3), 10-17.
Rahmatollahi, M., & Famil Khalili, Gh. (2015). Relationship between Intermediate EFL Learners' Communication Apprehension, Willingness to Communicate, and Speaking Ability. International Journal of Applied Linguistics & English Literature, 4(6), 23-32.
Robinson, L. C. (2000). Interpersonal relationship quality in young adulthood: A gender analysis-statistical data included. Adolescence, 35(140), 775-584.
Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.
Swain, M., & Lapkin, S. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37(3), 285-304.
Valadi, A., Rezaee, A., & Kogani, P. (2015). The relationship between language learners’ willingness to communicate and their oral language proficiency with regard to gender differences. International Journal of Applied Linguistics & English Literature, 4(5), 147-153.
Ye, H. J., Rice, K. G., & Storch, E. A. (2008). Perfectionism and peer relations among children with obsessive-compulsive disorder. Child Psychiatry and Human Development, 39(4), 415- 426.
Young, J. (1999). Cognitive therapy for personality disorders: A schema-focused approach (3ª Ed.). Sarasota, Florida: Professional Resource Press.
Young, J.E., Klosko, J.S., & Weishaar, M. E. (2003). Schema therapy: A practitioner's guide. New York, NY: Guilford Press.
Yousefi, M., & Kasaian, S. A. (2014). Relationship between willingness to communicate and Iranian EFL learner’s speaking fluency and accuracy. Journal of Advances in English Language Teaching, 2(6), 61-72.
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2021 Isagoge - Journal of Humanities and Social Sciences