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رابطه‌ی آگاهی از راهبردهای فراشناختی با درک شنیداری فارسی‌آموزان غیرایرانی سطح پیشرفته

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار آموزش زبان فارسی، دانشگاه بین‌المللی امام خمینی(ره)، قزوین، ایران.

2 استادیار آموزش زبان فارسی، دانشگاه بین‌المللی امام خمینی(ره)، قزوین، ایران

چکیده

پژوهش حاضر با هدف بررسی رابطة «آگاهی فارسی‌آموزان از راهبردهای فراشناختی» و توانایی آنان در زمینة «درک شنیداری» انجام پذیرفت. آزمودنی‌های این پژوهش 29 فارسی‌آموز دختر و پسر سطح پیشرفتة مرکز آموزش زبان فارسی دانشگاه بین‌المللی امام خمینی(ره) بودند که زبان فارسی را برای ادامة تحصیل در رشته‌های دانشگاهی گروه فنی-‌مهندسی و پزشکی در دانشگاه‌های ایران می‌آموختند. برای بررسی چهار فرضیة پژوهش، از دو ابزار گردآوری داده بهره گرفته شد: یک  پرسشنامة 21‌گویه‌ای آگاهی از راهبردهای فراشناختی شنیداری (Vandergrift, et al., 2006) شامل پنج مؤلفة طرح‌ریزی و ارزشیابی، توجه هدایت‌شده، دانش فرد، ترجمة ذهنی و حل مسأله، و یک آزمون درک شنیداری با 25 پرسش. برای تحلیل داده‌های به‌دست‌آمده، از آزمون­های همبستگی، رگرسیون خطی، و آزمون‌های تی‌مستقل استفاده شد. یافته‌های بررسی داده‌ها نشان داد که بین آگاهی فارسی‌آموزان از راهبردهای فراشناختی و توانایی‌شان در درک شنیداری، رابطة مثبتی وجود دارد و حدود 47 درصد تغییرات متغیر وابسته، به‌وسیلة پنج متغیر مستقل تبیین می­شود. ازسویی‌دیگر، بین فارسی‌آموزان دارای تحصیلات دانشگاهی (کارشناسی و کارشناسی‌ارشد) و فارسی‌آموزان دارای تحصیلات سطح دیپلم، و همچنین بین فارسی‌آموزان زن و مرد، تفاوتی از نظر آگاهی از راهبردهای فراشناختی وجود نداشت. این نبود تفاوت در زمینة میزان آگاهی آنان از راهبردها، با توجه به رشته‌های تحصیلی (فنی و پزشکی) نیز آشکار بود. روی‌هم‌رفته، یافته‌های پژوهش پیشنهاد می‌کند که آگاهی فارسی‌آموزان از راهبردهای فراشناختی می‌تواند نقش مؤثری بر ارتقاء و بهبود مهارت شنیداری آن‌ها داشته باشد. از‌این‌رو، الزامی است مدرسان زبان فارسی در کلاس‌های درک شنیداری، در پی به‌کارگیری راهکارها و رویه‌هایی برای تقویت آگاهی فراشناختی فارسی‌آموزان و نیز آموزش این راهبردها به آنان باشند.   

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Relationship between Metacognitive Strategies Awareness and Listening Comprehension of Non-Iranian Advanced Level Persian Language Learners

نویسندگان [English]

  • Seyed Akbar Jalili 1
  • Seyyed Mehdi Abtahi 2

1 Assistant Professor of Teaching Persian Language, IKIU, Qazvin, Iran.

2 Assistant Professor of Teaching Persian Language, IKIU, Qazvin, Iran

چکیده [English]

One of the challenges of second language learners is listening comprehension. In this context, Field (2008: 4) says that if we ask many language learners to determine the relative difficulty of the four language skills, many of them consider listening to be the area in which they feel most insecure. Various reasons have been mentioned as to why listening skill, or in other words, the process of listening in a second language, is considered difficult and challenging (e.g., see Brown and Yule, 1983; Field, 2008). Considering these challenges, one solutions to facilitate the listening process for language learners is to change their listening status from a passive listener to an active listener.
Goh (2014: 73) defines an active listener as someone who uses a range of skills and strategies to direct and manage their listening processes according to their communication goals. Regarding "listening skills", Rost (1990; cited in Lynch and Mendelson, 2010: 185) mentions two categories: enabling skills and enacting skills. He considers the first category to be the skills that are used to perceive what the speaker is saying and interpret the intended meaning (such as recognizing the prominences within utterances and inferring implicit information), and the second category to be the skills that play a role in responding appropriately to the message or text. The second component that exists in the definition of an active listener is Strategy. In a general definition, strategy can be seen as a method of facing a problem. In the context of the present research, strategy can be a method or a tactic used by language learners for encountering listening texts, either in one-way (non-participatory) or two-way (interactive or participatory) listening contexts.
Strategies are generally divided into three categories: cognitive, metacognitive, and social/emotional. Metacognitive strategies are those strategies that direct attention to the input and coordinate various cognitive processes (Goh, 2014: 73). According to Anderson (2005: 758), attention has been paid to the role of strategies in second language learning since the mid-1970s. This attention to strategies in language teaching can be understood from the emergence of two approaches in the context of teaching methodology that have given a central role to strategies: Styles and Strategies-Based Instruction (SSBI) and Cognitive Academic Language Learning Approach (CALLA). Regarding these, it is naturally expected that the more language learners use strategies for listening and understanding, and in fact, the more they focus their listening on strategies, the more comprehending and interpreting of the listening messages and speech interactions or one-way listening will be achieved. Therefore, it is necessary to get information about the language learners’ level of awareness of different strategies and their application.

کلیدواژه‌ها [English]

  • strategic competence
  • learning strategies
  • metacognitive strategy
  • Listening comprehension
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زبان پژوهی
دوره 16، شماره 51 - شماره پیاپی 51
مرداد 1403
صفحه 105-137
فایل ها
هم رسانی
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