احساس غربت و سازگاري اجتماعي و رابطه ي آنها با يكديگر در فارسي آموزان غيرايراني

Homesickness and Social Adjustment and their Relationship in Non-Iranian Persian Learners

در فرايند يادگيري زبان دوم/خارجي، تاثير مسائل عاطفي و رواني را نمي توان ناديده انگاشت؛ اهميت اين مسائل را مي توان از نظريه هاي پژوهشگراني مانند كرشن (1982) نيز دريافت كه با ارائه ي فرضيه ي «فيلتر عاطفي»، عوامل عاطفي و رواني را به مثابه ي يك مانع يا يك عنصر بهبوددهنده در مسير يادگيري زبان آموزان مي دانند. در همين راستا، پژوهش حاضر نيز به بررسي ميزان «احساس غربت» و «سازگاري اجتماعي» و رابطه ي آنها با يكديگر در ميان فارسي آموزان مركز آموزش زبان فارسي دانشگاه بين المللي امام خميني (ره) پرداخته است. براي انجام پژوهش، 178 فارسي آموز (35 دختر و 143 پسر) مورد بررسي قرار گرفتند. پرسش نامه هاي سازگاري اجتماعيِ بل (1961) و احساس غربت ون وليت (2001) ابزارهاي اين پ‍ژوهش بودند. نتايج نشان داد كه 12/9 درصد از فارسي آموزان، احساس غربت ضعيف، 7/64 درصد احساس غربت متوسط و 22/4 درصد احساس غربت شديد دارند و از نظر سازگاري اجتماعي نيز 24/7 درصد سازگاري اجتماعي پايين، 62/5 درصد سازگاري اجتماعي متوسط و 12/8 درصد سازگاري اجتماعي بالا دارند. همچنين، بين نمره ي كل احساس غربت و خرده مقياس (عامل) دلتنگي براي خانواده، بين دختران و پسران تفاوت معناداري وجود دارد، اما بين سازگاري اجتماعي اين دو گروه هيچ تفاوت معناداري مشاهده نشد. بررسي رابطه ي احساس غربت با سازگاري اجتماعي نيز نشان داد كه بين احساس غربت (نمره كل) و خرده مقياس هاي «ميل بازگشت به وطن» و «مشكل سازگاري» با سازگاري اجتماعي در فارسي آموزان غيرايراني رابطه ي منفي و معنادار وجود دارد.

Emotional factors have a considerable effect on the second/foreign language learning. This issue has been accentuated by Krashen's affective filter hypothesis (1982) which indicates that emotional factors can function as both a hurdle in or catalyst for learning process. The present research aims to examine the homesickness and social adjustment and their relationship in non-Iranian Persian learners in a selected group of learners at Persian Centre in Imam Khomeini International University. Doing so, 178 Persian learners (35 females and 143 males) were selected as the research sample. The Adjustment Inventory (Bell, 1961) and Homesickness Scale (van Vliet, 2001) were employed to gather data. The results showed that 12.9 % of Persian learners felt weak, 64.7% experienced mild and 22.4% had sever degree of homesickness. Moreover, it was revealed that 24.7%, 62.5%, and 12.8% of learners had low, middle and high degree of social adjustment respectively. It was also found that there was significant difference in total score of homesickness between female and male learners However, there existed no significant difference between these two groups in social adjustment. Analyzing the relationship between homesickness and social adjustment showed that there was a significant negative correlation among the total score of homesickness, subscales of ‘desire to return to homeland’ and ‘adaptation problem’ with social adjustment. Finally, some recommendations are offered in order to prevent and reduce the potential damage on campus and classrooms for teachers and staff.