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بهبود آگاهی فراشناختی در مهارت شنیداری و انگیزه در زبان انگلیسی به عنوان زبان خارجی به واسطۀ زبان اول

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، قائم‌شهر، ایران

2 استادیار گروه زبان انگلیسی، هیأت علمی دانشگاه آزاد اسلامی، قائم‌شهر، ایران

3 استادیار گروه زبان انگلیسی، هیأت علمی دانشگاه آزاد اسلامی، قائم‌شهر، ایران.

چکیده

پژوهشِ پیشِ رو تأثیر مداخلة فراشناختی با واسطة زبان اول بر آگاهیِ فراشناختی و انگیزة فراگیران زبان انگلیسی را به عنوان زبان خارجی در ایران بررسی کرده‌است. شرکت ­کنندگان، 120 فراگیر سطح فوقِ میانیِ زبان انگلیسی به عنوان زبان خارجی در سه گروه و ردة سنی 29-19 سال بودند. گروه آزمایش (گروه آزمایش 1=40 / گروه آزمایش 2=40) برنامة درسی هدایت­ شدة فراشناختی به انگلیسی و فارسی را که بر برنامه­ ریزی، نظارت و ارزیابی تمرکز داشت، به مدت دوازده هفته تجربه کردند. گروه گواه (گروه گواه=40) نیز که با همان مدرس آموزش داده شدند، بدون توجه جهت ­یافته به فرآیند، به متون یکسان گوش دادند. برای پیگیری تغییرات در آگاهی فراشناختی و انگیزه، از پرسش­نامة آگاهی فراشناختی شنیداری (ام.ای.ال.کیو) و پرسش­نامة انگیزة (ال.ال.او.اس) پیش و پس از مداخله استفاده شد. نتایج کلی نشان داد که مداخلة فراشناختی تأثیر قابلِ توجهی بر همگی زیرمقیاس­های ام.ای.ال. کیو و ال.ال.او.اس در هر دو گروه آزمایش داشته‌است. همچنین، یافته‌های مقایسة چندگانة آزمون‌های تعقیبی هر سه گروه مشخص کرد که واسطة ارائة مداخلة فراشناختی (زبان اول) به فراگیران در گروه آزمایش دوم که از مداخلة فراشناختی توسط زبان اول استفاده کردند کمک کرد که از همتایان خود در گروه آزمایش اول که از طریق زبان دوم و گروه گواه که به صورت معمولی آموزش داده شدند، عملکرد بهتری داشته باشند.

کلیدواژه‌ها

عنوان مقاله [English]

Enhancing metacognitive awareness in listening and EFL motivation through L1-mediated metacognitive intervention

نویسندگان [English]

  • Ghazaleh-Sadat Razavi 1
  • Ebrahim Fakhri Alamdari 2
  • Mehrshad Ahmadian 3

1 Ph.D. Candidate, Department of English, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran

2 Assistant Professor; Department of English, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran

3 Assistant Professor; Department of English, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran.

چکیده [English]

Metacognition, the ability of learners to control their thoughts and regulate their own learning, plays an important role in learning to listen (Wenden, 1998). Motivation, a crucial dimension of sustained learning activities (Dörnyei, 2018), has long been argued not only as one of the most significant variables contributing to the process of L2 acquisition but also as one of the most vital predictors of success in foreign language learning (Dörnyei, 1998). The use of L1 in an EFL classroom is inevitable. However, most teachers are in doubt to use it or not, and if yes, when, why and for what purposes it should be used (De la Campa & Nassaji, 2009).

کلیدواژه‌ها [English]

  • High-intermediate EFL learners
  • Listening
  • L1-mediated metacognitive intervention
  • Metacognitive awareness
  • Motivation
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زبان پژوهی
دوره 14، شماره 44 - شماره پیاپی 44
مهر 1401
صفحه 87-113
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