Implicit and Explicit Instruction of Reading Strategies and the Application of Metacognitive Strategies by Iranian EFL Freshmen Students
محورهای موضوعی : نشریه زبان و ترجمهMarjan Mehrpour 1 , Mostafa Zamanian 2 , Firooz Sadighi 3 , Ehsan Hadipourfard 4
1 - Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
3 - Department of English Language, Shiraz branch, Islamic Azad University, Shiraz, Iran.
4 - Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
کلید واژه: reading strategies, explicit instruction, Iranian EFL learners, Metacognitive strategies, implicit instruction,
چکیده مقاله :
This quantitative research explores the implicit and explicit instruction of reading strategies and its connection through the application of metacognitive strategies by Iranian EFL students. To this purpose, 100 Iranian university freshmen, aged 20-35, studying at the Marwdasht Branch, Islamic Azad University, were selected as participants through a convenient sampling method, from a pool of 117 students. Then, the Key English Test (KET) was used to check their homogeneity. The Strategy Inventory for Language Learning (SILL) was also used as a pre-test and post-test to specify the kind and occurrence sequence of learning strategies applied by the participants before and after the treatment. So, the participants were allotted to two experimental groups and received implicit and explicit instruction of reading strategies respectively. The results obtained from statistical data analysis showed that affective strategies were the very frequently-applied strategies, while memory strategies were the least frequently-applied strategies in the explicit group. It was also found that in the implicit group, cognitive strategies were the most frequently-applied strategies, while social strategies were the least frequently-applied strategies. These results have pedagogical implications for EFL teachers to use appropriate approaches in teaching reading strategies, that will ultimately help the students to develop more awareness and competence in reading comprehension.
این تحقیق کمی، آموزش ضمنی و صریح راهبردهای خواندن و ارتباط آن را از طریق کاربرد راهبردهای فراشناختی توسط دانشجویان ایرانی زبان انگلیسی بررسی می کند. بدین منظور 100 دانشجوی سال اول دانشگاهی 20 تا 35 ساله ایرانی شاغل به تحصیل در دانشگاه آزاد اسلامی واحد مرودشت به روش نمونه گیری در دسترس از میان 117 دانشجو به عنوان شرکت کننده انتخاب شدند. سپس از آزمون کلیدی انگلیسی (KET) برای بررسی همگنی آنها استفاده شد. پرسشنامه استراتژی برای یادگیری زبان (SILL) نیز به عنوان پیش آزمون و پس آزمون برای مشخص کردن نوع و توالی وقوع استراتژی های یادگیری که توسط شرکت کنندگان قبل و بعد از درمان اعمال می شود، استفاده شد. به این ترتیب شرکت کنندگان در دو گروه آزمایشی قرار گرفتند و به ترتیب راهبردهای خواندن را به صورت ضمنی و صریح دریافت کردند. نتایج به‌دست‌آمده از تجزیه و تحلیل داده‌های آماری نشان داد که راهبردهای عاطفی، راهبردهای بسیار پرکاربرد، در حالی که راهبردهای حافظه کمترین کاربرد را در گروه صریح داشتند. همچنین مشخص شد که در گروه ضمنی، راهبردهای شناختی بیشترین کاربرد را داشتند، در حالی که راهبردهای اجتماعی کمترین کاربرد را داشتند. این نتایج پیامدهای آموزشی برای معلمان زبان انگلیسی برای استفاده از رویکردهای مناسب در آموزش راهبردهای خواندن دارد، که در نهایت به دانش‌آموزان کمک می‌کند تا آگاهی و شایستگی بیشتری در درک مطلب ایجاد کنند.
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