بررسی راهبردهای درک شنیداری بکار گرفته شده توسط زبان آموزان ایرانی |
 |
دانشگاه آزاد اسلامی
واحد گیلان
گروه زبان انگلیسی
پایان نامه برای دریافت درجه كارشناسی ارشد در رشته آموزش زبان انگلیسی
عنوان
بررسی راهبردهای درک شنیداری بکار گرفته شده توسط زبان آموزان ایرانی
استاد راهنما
دكتر رامین رحیمی
استاد مشاور
دكترفریدون وحدانی
شهریور 1393
برای رعایت حریم خصوصی نام نگارنده پایان نامه درج نمی شود
(در فایل دانلودی نام نویسنده موجود است)
تکه هایی از متن پایان نامه به عنوان نمونه :
(ممکن است هنگام انتقال از فایل اصلی به داخل سایت بعضی متون به هم بریزد یا بعضی نمادها و اشکال درج نشود ولی در فایل دانلودی همه چیز مرتب و کامل است)
چكیده
هدف اصلی این تحقیق شناسایی راهبردهای مربوط به مهارت شنیداریست كه فراگیران مذكر و مونث زبان انگلیسی در ایران انتخاب میكنندوهمچنین مقایسه این راهبردهابین دو گروه (مذكر و مونث).بنابراین با اجرای آزمون تعیین سطح آكسفورد 76 نفرازدانشجویان زبان انگلیسی با گرایشهای مختلف انتخاب شدند. در مرحله بعد به دو گروه ٣8 نفری تقسیم شدند تا به سوالات پرسشنامه ی راهبردهای شنیداری چنگ (٢٠٠2) با سی سوال كه در مقیاس لیکرت، جهت تعیین راهبردهای انتخابیشان پاسخ دهند. سپس داده های جمع آوری شده در آزمون های آماری شامل آزمون توصیفی و آزمون (Mann Whitney U)اجرا شد. بر اساس یافته ها ی تحقیق، شركت كنندگان از راهبردهای فراشناختی نسبت به راهبردهای شناختی و اجتماعی-عاطفی بیشتر استفاده میكردند. علاوه بر این چون متغیرجنسیت در انتخاب راهبردها موثر بوده،نتیجه تحقیق میتواند برای سیاستگذاران آموزشی، نویسندگان كتابها ی درسی زبان، مدرسان و استادان زبان خارجی در ایران موثر باشد بویژه اینكه فراگیران زبان خارجی براساس جنسیت در كلاسهای درسی جدا از هم مینشینند.
کلید واژه ها: راهبردهای شنیداری، راهبردهای فراشناختی، شناختی و اجتماعی- عاطفی
Table of Contents
Title Page
Abstract………………………………………………………………………………………1
Chapter 1: Introduction
1.0 Introduction……………………………………………………………………………2
1.1 Theoretical Framework……………………………………………………………………3
1.2 Significance of the Study……………………………………………………………………………………7
1.3 Statement of the problem………………………………………………………………8
1.4 Research Questions of the Study………………………………………………………..10
1.5 Hypotheses of the study………………………………………………………………10
1.6 Definitions of Key Terms ………………………………………………………………11
1.6.1 Learning Strategies………………………………………………………….11
1.6.2 Listening strategies………………………………………………………….11
1.6.3 Metacognitive Strategies……………………………………………………11
1.6.4 Cognitive strategies…………………………………………………………11
1.6.5 Socio-affective Strategies……………………………………………………12
1.6.6 Listening Comprehension…………….……………………………………..12
1.7Summary…………………………………………………………………….………..12
Chapter Two: Review of the Literature
2.0 Introduction…………………………………………………………………….…….14
2.1 Language learning and strategies………………………………………………..……14
2.2 Classification of language learning strategies ………………………………….……23
2.3 Language learning and listening…………………………………………………..….28
2.3.1. What Is Listening?……………………………………………………………………………..28
2.4 Role of Listening in Second or Foreign Language Acquisition ………………….….31
2.5 Listening Comprehension Strategies ………………………………………………..…….33
2.5.1 Metacognitive Listening Strategies…………………..…………………………….39
2.5.1.1 Pre-listening Planning Strategies………………………………………….44
2.5.1.2 While-listening Monitoring Strategies……………………………………45
2.5.1.3 Post Listening Evaluating Strategies………………………………………46
2.5.2 Cognitive Strategies………………………………………………..……………….46
2.5.2.1 Bottom-up and Top-down Listening Strategies…………………………..49
2.5.3 Socio-affective Strategies………………………………………………..…………52
2.6 Empirical studies in the field of Language Learning Strategies………………………54
2.7 Summary……………………………………………………………………..……….58
Chapter Three: Methodology
3.0 Introduction…………………………………………………………………….…….59
3.1 Pilot study……………………………………………………………………………..59
3.2 Design of the study ………………………..…………………………………………60
3.3 Participants………………………………………………………………………..….61
3.4 Materials ……………………………………………………………………………61
3.4.1 Oxford Placement Test………………………………….……………….….62
3.4.2 Cheng’s Scale for Listening Strategies………………………………………62
3.5 Procedure……………………………………………………………………..………63
3.6 Methods of Analyzing Data ………………………………………………………….65
3.6.1 Ethical consideration…………………………………………………….….65
3.7 Summary…………………………………………………………………………..….66
Chapter Four: Results
4.0 Introduction…………………………………………………………………………..68
4.1 Measure of L2 Proficiency……………………………………………………………69
4.2 Questionnaire Data ……………………………………………………………………70
4.3 The First Research Question………………………………………………………….71
4.4 The Second Research Question………………………………………………………77
4.5 Computing the Effect size……………………………………………………………78
4.6 Findings of Interview………………………………………………………………….83
4.7 Summary………………………………………………………………………………86
Chapter Five: Discussion
5.0 Introduction…………………………………………………………………….…….87
5.1 General Discussion………………………………………………………….………..88
5.1.1 Further Considerations……………………….……………………………..89
5.2 Implications……………………………………………………………….………….90
5.2.1 Implications for teachers……………………..……………………………..91
5.2.2 Implications for Students…………………..…………………….…………94
5.2.3 Implications for Educational Policy Makers and Curriculum Developer..…94
5.3 Limitations of the study………………………………………………………………95
5.4 Suggestions for Further Research…………………………………………………….96
5.5 Summary……………………………………………………………………….……..97
References ………………………………………………………………………………..98
Appendices………………………………………………………………………..……111
List of Tables
Table Page
4.1 Statistics for the OPT Scores………………………………………………………69
4.2 Reliability statistics of the questionnaire (pilot study)…………………………….70
4.3 Item statistics for the listening comprehension strategy use questionnaire (metacognitive strategies)…………………………………………………………………71
4.4 Descriptive statistics for the listening comprehension strategy use questionnaire (metacognitive strategies)………………………………………………………….……..72
4.5 Item statistics for the listening comprehension strategy use questionnaire (cognitive strategies)………………………………………………………………………73
4.6 Descriptive statistics for the listening comprehension strategy use questionnaire (cognitive strategies)………………………………………………………………………74
4.7 Descriptive statistics for the listening comprehension strategy use questionnaire (socio affective strategies)………………………………………………………………..75
4.8 Descriptive statistics for the listening comprehension strategy use questionnaire (socio- affective strategies)………………………………………………………………..75
4.9 Statistics for different categories of the questionnaire……………………………76
4.10 Ranks of female and male participants on listening comprehension strategy use………………………………………………………………………………….……..78
4.11 Median value of each group (listening comprehension strategy -use questionnaire)……………………………………………………………………………..78
4.12 Mann-Whitney U Test for the listening comprehension strategy-use of males and females……………………………………………………………………………………78
4.13 Ranks for females and males in metacognitive strategies…………………..…….80
4.14 Ranks for females and males in cognitive strategies………………………………81
4.15 Ranks for females and males in socio- affective strategies…………………….…82
List of Figures
Table Page
2.1 Diagram of Oxford’s Strategy Classification System…………………………….27
4.1 The comparison between males and females in their use of listening comprehension strategies…………………………………………………………………79
4.2 The comparison between males and females in their use of metacognitive strategies………………………………………………………………………………….81
4.3 The comparison between males and females in their use of cognitive strategies…………………………………………………………………………………..82
4.4 The comparison between males and females in their use of socio- affective strategies………………………………………………………………………………….83
Abstract
The main goal of this investigation was to identify the listening strategies of Iranian male and female foreign (English) language learners and to compare the listening strategies of both groups of research participants. To investigate, 76 undergraduate students of different major of English were selected via administrating the Oxford Placement Test (OPT).Then, they were divided into two groups of 38asked to complete Cheng’ s (2002) 30-item Listening Strategyin the Likert-scale format to identify the listening strategies they use. Then the data gathered were run through statistical tests, including descriptive test and Mann Whitney U-test. Based on the findings of the studythe listeners usedmore metacognitive strategies than cognitive and socio-affective strategies respectively.In addition, as gender influenced selecting the types of strategies for listening, it can be efficient for policy makers, syllabus designers, practitioners and instructors especially in Iran where classrooms are separated according to students’gender.
Key words:Listening Strategies, Metacognitive Strategies, Cognitive Strategies, Socio-affective Strategies
Chapter One
Introduction
1.0. Introduction
Listening has become an important part of manysecond or foreign language (L2)programs,as both it is a means to access various sources of knowledge and it is a criterion to determine whether an EFL learner is a competent language performancer or not. Teachers can help students improve their listening competence by equipping them with effective listening strategies and skills.In fact,its importance is influenced by the overwhelming amount of listening input in everyday life.
Despite its importance,listening is not an easy skill to master,especially listening in ESL or EFL contexts.Teachers look for the methods to find a way to enhance listening profeciency.Researchers and educaters know that learning strategies are necessary for EFL learners to be a successsful one.Many reseachers have investigated on learning strategies to find which strategieas can improve learning and especially listening skill.
Chamot (2005) believes that Learning strategies are the thoughts and actions that individuals use to accomplish a learning goal. A lot of investigations in 1970s show the importance of learning strategies. The results mention that learners’ own creative and active participation play an important role in their success in spite of having much aptitude and motivation.
فرم در حال بارگذاری ...
|
[چهارشنبه 1399-11-22] [ 12:59:00 ق.ظ ]
|
