探究双语学生与单语学生对课堂环境感知的比较

IF 0.3 4区 文学 0 LANGUAGE & LINGUISTICS
Onomazein Pub Date : 2021-01-01 DOI:10.7764/ONOMAZEIN.51.01
Mohammad Reza Pahlavannezhad, Mohammad Heidarypur
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引用次数: 0

摘要

双语是一种现象,在世界上大多数国家都可以看到。根据2017年公布的统计数据,他们占伊朗全国人口的42%。本研究的统计人群包括70名双语和单语者,来自马什哈德费尔多西大学的本科学生。通过随机整群抽样,选取这些个体,其中单语(波斯语)38人,双语(波斯语-库尔德语)18人,双语(波斯语-土耳其语)14人。课堂环境感知问卷(WIHIC)被用作研究工具。结果表明,各分量表均具有显著性。事实上,综合变量显著(P0.05)。因此,双语组的课堂环境知觉及其子量表显著高于单语组;然而,双语群体(波斯语-库尔德语和波斯语-土耳其语)之间没有显著差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring the comparison between bilingual and monolingual students’ perception of classroom environment
Bilingualism is a phenomenon, visible in most of the countries all over the world. According to statistics, released in 2017, they make up 42% of the whole country’s population in Iran. The statistical population of this research includes 70 bilinguals and monolinguals, from among BA students of Ferdowsi University of Mashhad. Through random cluster sampling, these individuals were selected, among whom 38 students were monolingual (Farsi), 18 students bilingual (Farsi-Kurdish), and 14 students bilingual (Farsi-Turkish). Perceptions of classroom environment questionnaire (WIHIC) has been used as a research tool. The result shows that all the subscales are significant. In fact, the comprehensiveness variable is significant at P<0/01 and support variables are significant at P<0/001. To determine the groups’ priorities, Post Hoc Test has been used and the results represented the fact that there is significant difference between the perception of classroom environment in the bilingual groups (Turkish and Kurdish) and monolingual group (P<0.001), yet there was no significant difference between the two bilingual groups (P>0.05). Thus, the perception of classroom environment and its subscales in the bilinguals’ group has been significantly higher than the monolingual group; however, there is no significant difference between the bilingual groups (Farsi-Kurdish and Farsi- Turkish).
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来源期刊
Onomazein
Onomazein Multiple-
CiteScore
0.60
自引率
0.00%
发文量
2
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