بررسی دامنه و عمق استفاده از راهبردهای یادگیری واژگان زبان آموزان با استفاده از مدل سازی معادلات ساختاری

Subject Areas : All areas of language and translation

Behzad  Hayatbakhsh ¹ (Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran)
Mehry  Haddad Narafshan ² (Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran)
Peyman  Seifaddiny ³ (Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran)

Received: 2023-09-24 Accepted : 2023-11-06 Published : 2024-01-01

Keywords: راهبرد, مدل سازی معادلات ساختاری, استفاده از واژگان, دامنه و عمق دانش واژگان,

Abstract :

راهبردهای مناسب یادگیری زبان منجر به بهبود مهارت زبان آموزان می شود. این مقاله با هدف بررسی رابطه بین استفاده از راهبردهای یادگیری واژگان و وسعت و عمق دانش واژگان زبان آموزان با استفاده از مدل سازی معادلات ساختاری انجام شد. برای تحقق این هدف، 200 زبان آموز، عمدتاً سطح متوسط، با استفاده از روش نمونه گیری خوشه ای، شرکت کنندگان در این پژوهش را تشکیل دادند. برای جمع آوری داده ها از سه ابزار بررسی راهبردهای یادگیری واژگان، آزمون عمق واژگان و آزمون دامنه واژگان استفاده شد. نتایج آزمون فریدمن نشان داد که نسبت استفاده از راهبردهای یادگیری کلمات در بین پاسخ دهندگان یکسان نبود (p-value <0.05). مقایسه فراوانی استفاده از راهبردها نشان می‌دهد که استراتژی حافظه (69%) بیش از سایرین و استراتژی تعیین  (2.5%) کمترین استفاده را در میان پاسخ دهندگان داشته است. همچنین هیچ یک از پاسخ دهندگان از راهبرد یادگیری واژگان اجتماعی و راهبرد فراشناختی استفاده نکردند. در نهایت، رابطه بین راهبرد تعیین و دامنه دانش واژگان، راهبرد یادگیری واژگان اجتماعی و دامنه دانش واژگان، راهبرد یادگیری حافظه و دامنه دانش واژگان، راهبرد یادگیری شناختی و دامنه دانش واژگان، راهبرد یادگیری فراشناختی و دامنه دانش واژگان، راهبرد یادگیری اجتماعی و عمق دانش واژگان، راهبرد یادگیری شناختی و عمق دانش واژگان و راهبرد یادگیری فراشناختی و عمق دانش واژگان معنی دار نیست (05/0p-value>). این یافته ها کاربردهایی برای معلمان، دانش آموزان وتعیین کنندگان خط مشی های آموزش زبان انگلیسی دارد.    

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