چکیده مقاله
This study contrasts global identity statuses, domain specific identity statuses, and the national identity subscales of Iranian EFL learners students of English and non EFL learners students of humanities In a cross sectional survey, 90 EFL learners and 90 non EFL learners from two Iranian state universities Tehran University and Kharazmi University completed Extended Objective Measure of Ego IdentityStatus 2 EOMEIS 2 and CSES national identity subscales The context of EFL education at Iranian state universities is used to understand the role of foreign language learning context in university students’ identity formation Results showed that although EFL and non EFL learners were similar in their general identity status, they were not the same in their ideological and interpersonal domain specific identities, and national identity subscales There were also significant relationships between each group's general identity status and national identity subscales The findings promise some pedagogical implications for identity planning in the current Iranian EFL education and help to remove threats to learners’ identities
کلیدواژهها
نویسندگان
Hanieh Divanbegi
Department of Humanities, Technical and Vocational University, Tehran, Iran
Esmat Babai
Department of Foreign Languages Kharazmi University
Mahmoudreza Atai
Department of Foreign Languages Kharazmi University
شیوه ارجاع
Divanbegi, Hanieh and Babai, Esmat and Atai, Mahmoudreza,1402,EFL Learners’ Identity Transition Styles in an Iranian Context: Identity Status and the National Identity of Iranian EFL Students; A Study of Identity Paradigm in the Context,The 16th International Conference on Language, Literature, Culture and History
ارائهشده در
مجموعه مقالات شانزدهمین کنفرانس بین المللی زبان،ادبیات، فرهنگ و تاریخ27 مرداد 1402