Suchergebnisse

This study intended to propose a model of intercultural communicative competence integrating international posture, L2 motivational self-system, autonomy, and cognitive learning strategies. To do so, 180 EFL learners in the Iranian EFL context, selected by convenience sampling procedure, participated in the study. The findings, derived from structural equation modeling, showed that the model adequately fits to the data. That was discussed that interest in seeking international affairs and making intercultural friends, desire to bridge the gap between their current and future selves, taking responsibility for learning, and employment of deep/surface learning strategies direct learners to open conversation with the speakers of other ethnicities. Finally, implications for language teachers and policymakers to inspiring learners to be competent in intercultural communication were provided.

One of the most enduring effects on education has been the search for individual differences that can explain and predict variation in student achievement, with the hope that pedagogical methods can be designed that will capitalize on these. Among the individual differences, 'Learning styles' remain a popular choice for filling this role and the number of models of learning styles on offer continues to proliferate. Learning styles are said to be influential factors, in learning a second or foreign language. Despite the fact that there are lots of papers published in this area, but comparing the learning styles employed by those who are learning different foreign languages seems to be untouched. Therefore, in this study we try to address this gap, by comparing the learning styles used by Russian, English, French, and Arabic who are learning these languages as their foreign language. A number of 100 Iranian students took part in this study. They are between 18 to 20 years of age. They were divided into four groups, each including 25 members. The Ehrman and Leaver Learning Style Questionnaire (E&L) was distributed among the language learners. The finding of the study revealed that these four groups of language learners made use of learning styles differently. And also, there are significant differences between Russian, Arabic, English, and French language learners in terms of employing learning strategies.