Meta-Cognitive Strategy Use in Reading Comprehension among Iranian EFL Learners of Varying Levels of Proficiency
محورهای موضوعی : language teaching
سیما مدیرخامنه
1
(
University of Urmia
)
مریم بهمنی
2
(
University of Urmia
)
کلید واژه: motivation, reading comprehension, High Proficient Readers, Low Proficient Readers, Meta-Cognitive Strategies,
چکیده مقاله :
This study explored the use of meta-cognitive strategies (MCS) in reading comprehension among Iranian EFL learners with varying levels of proficiency (i.e. high proficient vs. low proficient). Furthermore, there was an attempt to investigate the impact of motivation on language learners’ MCS use. The proposed hypotheses predicted: 1) there is no significant difference between the high proficient EFL learners’ use of MCS compared to their low proficient peers, and 2) there is no relationship between the two groups’ MCS use and their motivation. One hundred participants, aged 16-24, were selected from the intermediate and advanced EFL learners in Jihad Daneshgahi Institute of Kermanshah. The data was collected through: a) a modified version of the FCE reading paper, b) a modified version of the PET reading paper, c) Taraban's (2006) MCS Questionnaire, and d) an adapted form of Gardner's (1985) motivation questionnaire, and was submitted to a series of independent samples t-test and co-relational analysis. The results indicated: 1) a significant difference between the two groups in terms of the use of meta-cognitive strategies, favoring the highly proficient readers, and 2) a significant relationship between the use of meta-cognitive strategies and motivation of the participants.
درتحقیق حاضر استفاده از استراتژی های فراشناختی درمیان زبان آموزان ایرانی با مهارت های خواندن و درک مطلب مختلف (مهارت خواندن پیشرفته و متوسط), مورد مطالعه قرار گرفته است. همچنین میزان ارتباط بین انگیزش زبان آموزان واستفاده از استراتژی های فراشناختی نیز بررسی شده است. .فرضیه ها ی این پژوهش عبارتند از 1) تفاوت معناداری بین دو گروه زبان آموز پیشرفته و متوسط ازنقطه نظر کاربرداستراتژی های فراشناختی وجود ندارد و 2) ارتباط معنی داری بین انگیزش زبان آموزان واستفاده از استراتژی های فراشناختی وجود ندارد .از میان زبان آموزان سطوح پیشرفته و متوسط جهاددانشگاهی کرمانشاه, 100 زبان آموز بین سنین 16تا 24 سال جهت شرکت دراین تحقیق انتخاب شده اند.داده ها از طریق نسخه ی تغییریافته ی بخش درک مطلب آزمون FCE نسخه ی تغییریافته ی بخش درک مطلب آزمون PET پرسشنامه ی استراتژی های فراشناختی ( Taraban, 2006) و یک پرسشنامه ی انگیزش بر گرفته از گاردنر (1985) بدست آمده است.داده ها تحت آزمون t-test و تجزیه و تحلیل همبستگی قرار گرفتند. نتایج بیانگر این موارد بودند:1)تفاوت معناداری بین دو گروه در زمینه ی استفاده از استراتژیهای فراشناختی وجود دارد. به عبارت دیگر زبان آموزان با مهارت خواندن بالادراین زمینه برتری دارند و 2) ارتباط معنی داری بین انگیزش زبان آموزان واستفاده از استراتژی های فراشناختی وجود دارد.
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