بررسی تاثیر آگاهی فراشناختی بر افزایش مهارت ارزیابی نگارش زبان آموزان ایرانی

Subject Areas : All areas of language and translation

Mojgan Kouhpayehzadeh Esfahani ¹ ( English Department, South Tehran Branch, Islamic Azad University, Tehran, Iran )
Mojgan Rashtchi ² ( English Department, North Tehran Branch, Islamic Azad University, Tehran, Iran )
Ali Asghar Rostami Abousaidi ³ ( English Department, Shahid Bahonar University of Kerman, Kerman, Iran )
Bahram Mowlaie ⁴ ( English Department, South Tehran Branch, Islamic Azad University, Tehran, Iran )

Received: 2022-11-06 Accepted : 2023-03-09 Published : 2023-11-01

Keywords: آموزش توانایی ارزیابی نگارش با استراتژیهای شناختی, آموزش توانایی ارزیابی نگارش با استراتژیهای فراشناختی, ارزیابی های مکرر, ارزیابی نگارش,

Abstract :

تحقیق حاضر به بررسی تاثیر افزایش دانش فراشناختی بر توانایی قدرت ارزیابی نگارش زبان آموزان پرداخت. دراین راستا 41 زبان آموز دختر و پسر به روش نمونه گیری در دسترس از موسسه زبان انگلیسی در تهران انتخاب شدند و به صورت تصادفی به دو گروه 21 نفری آموزش ارزیابی نگارش به صورت تدریس استراتژیهای فراشناختی و گروه 20 نفره آموزش ارزیابی نگارش با تدریس استراتژیهای شناختی، تقسیم شدند. در این تحقیق، محققان از تحقیق شبه تجربی استفاده کردند. در قسمت پیش و پس آزمون هر دو گروه به پرسشنامه نگارشی فراشناختی پاسخ دادند.در مرحله پیش آزمون، از تمامی زبان آموزان خواسته شد که یک متن براساس دستورالعمل ارزیابی کمبریج تصحیح کنند. نتیجه پیش آزمون ها نشان داد که بین توانایی ارزیابی نگارش و سطح آگاهی فراشناختی شرکت کنندگان تفاوت معناداری وجود ندارد. در گروه آموزش فراشناختی استراتژیهایی نظیر طراحی، کنترل و اصلاح به منظور ارزیابی انشاها استفاده شد. گروه مقابل با استفاده از آموزش استراتژیهای شناختی و از مقیاس ارزیابی کمبریج فرایند نمره دهی انجام شد. همچنین در این تحقیق میزان رشد شرکت کنندگان با استفاده از روش ارزیابی مکرربه صورت یک جلسه در میان با همان دو روش اندازه گیری شد. نتایج تحقیق نشان داد که آموزش استراتژیهای فراشناختی تاثیر قابل توجهی در صحت و قدرت ارزیابی نگارش زبان آموزان می گذارد. همچنین در ارزیابی های مکرر انشاها گروه آموزش استراتژیهای فراشناختی خیلی بهتر نسبت به گروه دیگر عمل کردند به آن صورت که نمره دهی آنها بسیار نزدیک به نمرات دو مصحح متخصص در زمینه آزمونهای نگارش بود.

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