هوش فرهنگی در میان دانشجویان ایرانی زبان های خارجی: مطالعه ای اکتشافی

نویسندگان
مهدی دهمرده 1
فاطمه حجازیان 2
1 دانشیار، دپارتمان زبان و ادبیات انگلیسی، دانشگاه تهران، تهران، ایران
2 استاد مدعو در دانشگاه علوم پزشکی سبزوار و دانشگاه حکیم سبزواری
10.61838/KMAN.IRPHE.32.1.7
چکیده
در این پژوهش توصیفی هوش فرهنگی در میان دانشجویان سال آخر رشته‌های زبان‌های خارجی در ایران بررسی شده است. زبان‌های مورد مطالعه شامل عربی، چینی، انگلیسی، فرانسه، آلمانی، ایتالیایی، ژاپنی، روسی و اسپانیایی است. در این مطالعه ۲۷۰ دانشجو (زن و مرد) از دانشگاه‌های دولتی ایران در رشته‌های مختلف زبان‌های خارجی شرکت داشتند. برای سنجش هوش فرهنگی از نسخه‌ اقتباسی پرسشنامه تراندیس (۲۰۰۶) استفاده شد که چهار بُعد دانش فرهنگی، راهبرد، انگیزه و رفتار ارزیابی شد. این پرسشنامه به زبان فارسی اجرا شد. یافته‌ها نشان دادند که شرکت‌کنندگان از آگاهی فرهنگی برخوردارند و به تطبیق سبک‌های ارتباطی تمایل دارند؛ با این حال، برخی جنبه‌ها از جمله محدودیت راستی‌آزمایی دانش فرهنگی و گرایش به برتری فرهنگی ایرانی نیازمند بهبود و ارتقا بودند. نتایج مطالعه از نظر هوش فرهنگی در میان دانشجویان زبان‌های مختلف تفاوت معناداری نشان نداد که این امر بیانگر آن است که زبان مقصد ممکن است عامل اصلی در ارتقای هوش فرهنگی نباشد. با وجود این‌، انجام دادن پژوهش‌های بیشتر برای بررسی نقش عوامل فردی مانند انگیزه و انعطاف­‌پذیری شناختی و همچنین مقایسه میان زبان‌آموزان و غیرزبان‌آموزان امری ضروری است تا رابطه بین یادگیری زبان خارجی و هوش فرهنگی بهتر بررسی شود.
کلیدواژه‌ها
هوش فرهنگی یا ضریب فرهنگی
یادگیری زبان های خارجی
دانشجویان ایرانی
آگاهی فرهنگی
دانش فرهنگی
موضوعات

عنوان مقاله English

Cultural Intelligence among Iranian Foreign Language Undergraduates: An Exploratory Study

نویسندگان English

Mahdi Dahmardeh 1
Fatimah Hejaziyan 2
1 Associate Professor of Applied Linguistics and Education, Tehran University, Tehran, Iran
2 Visiting lecturer at Sabzevar University of Medical Sciences and Hakim Sabzevari University
چکیده English

This descriptive study investigates Cultural Intelligence or Cultural Quotient (CQ) among Iranian undergraduates in their final year of foreign language studies, covering a diverse range of target languages (Arabic, Chinese, English, French, German, Italian, Japanese, Russian, and Spanish). A total of 270 participants from public universities in Iran, both male and female, across various foreign language majors, participated in the study. Using an adapted version of Triandis’ (2006) CQ questionnaire, participants' CQ was measured across four dimensions: cultural knowledge, strategy, motivation, and behaviour. Administered in Persian, the study revealed that participants exhibited cultural awareness and a willingness to adapt communication styles. However, areas for improvement were identified, such as the limited verification of cultural knowledge and a tendency towards Iranian cultural superiority. The study found no significant differences in CQ levels across students studying different foreign languages, suggesting that the target language may not be the primary factor influencing CQ development. However, further research is needed to explore the role of individual factors, such as motivation and openness, and to compare language learners with non-language learners to better understand the relationship between foreign language learning and CQ.

کلیدواژه‌ها English

Cultural Intelligence or Cultural Quotient (CQ)
Foreign Language Learning
Iranian University Students
Cultural Awareness
Cultural Knowledge

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  • تاریخ دریافت 27 مهر 1403
  • تاریخ بازنگری 17 اسفند 1403
  • تاریخ پذیرش 16 خرداد 1404
  • تاریخ انتشار 01 فروردین 1405