An ecological perspective on the flow of compassion among Iranian learners of English as a foreign language

IF 3.7 1区 文学 Q1 LINGUISTICS Studies in Second Language Learning and Teaching Pub Date : 2023-11-17 DOI:10.14746/ssllt.32804
Gang Wang, Soheila Soleimanzadeh, Majid Elahi Shirvan
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Abstract

As a social-interactional positive behavior, the flow of compassion (i.e., self-compassion, compassion for others, and compassion from others), which refers to sensitivity to suffering in self and others with a commitment to try to alleviate and prevent it, has yet to be investigated in a highly social-interactional context such as foreign language learning classrooms. Thus, the present study adopted an ecological perspective within Bronfenbrenner’s (1979, 1993) analytic nested ecosystems model to explore how the flow of compassion is rooted in such a context. Sixteen Iranian English as a foreign language learners took part in the current study, and data were collected through semi-structured interviews. Employing the framework of the nested ecosystems model, we identified both influential individual and environmental factors underlying the flow of compassion among the participants. The flow of compassion proved to be influenced differently at different ecosystemic levels by individual and environmental factors. At the individual level, negative and positive emotions, fears, non-judgmental attitudes, intimacy, well-being, improvement, motivation, and action were found as influential factors in emerging the flow of compassion. At the contextual level, the identified influential factors included past experiences outside of the classroom, extracurricular activities, institution policy and criteria, cultural and social values, as well as the use of technology and the internet. Limitations and implications of the present study are also discussed.
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从生态学角度看伊朗英语外语学习者的同情心流向
作为一种社会互动的积极行为,同情流(即自我同情、对他人的同情和来自他人的同情)指的是对自己和他人的痛苦的敏感性,并承诺努力减轻和预防这种痛苦。因此,本研究在布朗芬布伦纳(Bronfenbrenner,1979 年,1993 年)的嵌套生态系统分析模型中采用了生态学视角,以探讨同情心的流动是如何植根于这样的环境中的。16 名伊朗英语作为外语的学习者参与了本次研究,并通过半结构化访谈收集了数据。在嵌套生态系统模型的框架下,我们确定了影响参与者同情心流动的个人和环境因素。事实证明,在不同的生态系统层面,个体和环境因素对同情心流动的影响是不同的。在个人层面上,我们发现消极和积极情绪、恐惧、非批判性态度、亲密关系、幸福感、进步、动机和行动都是影响同情心流动的因素。在情境层面,已确定的影响因素包括过去的课外经验、课外活动、机构政策和标准、文化和社会价值观,以及技术和互联网的使用。本研究的局限性和影响也在讨论之列。
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来源期刊
CiteScore
5.30
自引率
2.90%
发文量
21
审稿时长
12 weeks
期刊介绍: Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.
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