The Effect of Teaching Metacognitive Listening Strategy during Shadowing Activity on Field-Dependent and Field-Independent EFL Learners’ Listening Comprehension

محورهای موضوعی : language teaching

پرستو علی زاده اقیانوس ¹ ( Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran )
مونا خبیری ² ( Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran )

تاریخ دریافت : 1396/09/19 تاریخ پذیرش : 1396/09/19 تاریخ انتشار : 1396/09/01

کلید واژه: Listening comprehension, Listening strategies, field-dependent/independent, shadowing, Metacognitive strategies,

چکیده مقاله :

This study aimed to compare the effect of teaching metacognitive listening strategies through shadowing activity on the listening comprehension of field-dependent (FD) and field-independent (FI) EFL learners. Since the researcher had access only to female participants,85 female EFL learners from a language institute in Tehran, at the pre-intermediate level of proficiency with the age range of 18-35 were selected out of the initial 120 participants based on their performance on a piloted PET. The Group Embedded Figures Test (GEFT) was administered to the selected participants in order to categorize them into the two experimental groups (49 FD and 36 FI). The participants including both FD and FI sat in several classes. During a five-week instruction period (twice a week), both groups practiced listening comprehension for 45 minutes through a combination of shadowing activity, and metacognitive strategy instruction with no difference in treatment. The results of the independent samples t-test demonstrated that there was no significant difference between listening posttest scores of FI and FD groups. Therefore, it was concluded that metacognitive strategy training coupled with shadowing activity could be equally beneficial in terms of listening proficiency for all students regardless of their perceptual tendency (FD/FI). The findings of the present study have implications for language teachers regarding metacognitive strategy training and listening comprehension enhancement.

چکیده انگلیسی:

هدف از پژوهش حاضر مقایسه تاثیر تدریس راهبردهای فراشناختی شنیداری از طریق تکنیک سایه بر درک شنیداری زبان آموزان وابسته و نابسته به زمینه بوده است. بدین منظور از بین 120 زبان آموز تعداد 85 زبان آموز زن با سطح زبان پیش متوسط و گروه سنی 18 تا 35 سال بر اساس نتایج به دست آمده ازآزمون PET انتخاب شدند.این زبان آموزان در آزمون گروهی شکلهای نهفته GEFT شرکت کردند که بر اساس نمرات کسب شده در آزمون و بر اساس سبک یادگیری به دو گروه آزمایشی وابسته به زمینه FD و مستقل از زمینه FI طبقه بندی شدند (49 FD/ 36 FI). زبان آموزان با هر دو سبک یادگیری/FI FD در دو کلاس مجزا به مدت 5 هفته (دو بار در هفته) تحت آموزش قرار گرفتند.  مهارت درک شنیداری از طریق تلفیق تکنیک سایه و راهبردهای فراشناختی به مدت 45 دقیقه در هر دو کلاس بصورت یکسان آموزش داده شد. نتایج آزمون متغیرهای غیروابسته t-test نشان داد که تفاوت معناداری در نمرات نهایی posttest بین دو گروه FD وFI وجود نداشته و در نتیجه تلفیق آموزش راهبردهای فراشناختی و تکنیک سایه می تواند برای همه زبان آموزان بدون توجه به سبک یادگیری ادراکی آنها (وابسته / نابسته به زمینه) مفید واقع شود.

منابع و مأخذ:

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