The Relationship between EFL Learners’ Use of Language Learning Strategies and Self-Perceived Language Proficiency
محورهای موضوعی : English Language Teaching (ELT)مونا خبیری 1 , مهدیه اعظمی نژاد 2
1 - Islamic Azad University, Central Tehran Branch
2 - Islamic Azad University, Central Tehran Branch
کلید واژه: Language Learning Strategies, language proficiency, self-assessment, Self-Perceived Proficiency,
چکیده مقاله :
The present study was conducted to investigate whether there was a relationship between EFL learners’ use of language learning strategies and their self-perceived language proficiency at the two levels of intermediate and advanced. A total of 67 subjects (39 intermediate-level and 28 advanced) were selected to participate in this study based on their scores on a piloted language proficiency test. They were asked to respond to two questionnaires: one assessing their self-perceived language proficiency and the other the strategy inventory of language learning. The results of the statistical analysis demonstrated that there was a significant relationship between the two variables among advanced-level subjects while no such relationship existed among intermediates. Thence, as learners reach higher stages of language proficiency, they become more capable of assessing their language abilities and also use their learning strategies more often. Further analysis also revealed that subjects did not change their attitude in using strategies as they reached higher stages of proficiency except for memory and social strategies. Finally, the results showed that the most frequently used set of strategies among both intermediate and advanced learners were cognitive while the least were affective.
هدف این تحقیق بررسی رابطه بین استفاده زبان آموزان دو سطح متوسط و پیشرفته زبان انگلیسی از راهبردهای فراگیری زبان و خود-ارزیابی آنان از دانش زبان انگلیسی بوده است. شصت و هفت دانش آموز زبان انگلیسی (۳۹ دانش آموز سطح متوسط و ۲۸ دانش آموز سطح پیشرفته) بر مبنای نمره دریافتی در آزمون کلی سطح زبان انگلیسی برای شرکت در این تحقیق انتخاب شدند. آزمون فوق ابتدا یکبار به صورت آزمایشی با گروه مشابهی برگزار گردیده و مورد بازپیرایی قرار گرفته بود. زبان آموزان منتخب به دو پرسشنامه پاسخ دادند: یک پرسشنامه جهت انجام خود-ارزیابی سطح زبان انگلیسی و دیگری پرسشنامه سنجش میزان استفاده از راهبردهای فراگیری زبان انگلیسی. نتایج تحلیل آماری داده ها حاکی از وجود رابطه معنا درا بین دو متغیر در میان گروه زبان آموزان سطح پیشرفته بود ، حال آنکه چنان رابطه ای میان گروه زبان آموزان سطح متوسط وجود نداشت. بنابراین نتایج نشان می دهد که هرچه زبان آموزان به سطوح بالاتر زبان ارتقا می یابند ، توانایی بیشتری برای ارزیابی سطح زبان خود پیدا می کنند و نیز از راهبردهای فراگیری زبان نیز بیشتر استفاده می نمایند. همچنین نتایج حاکی از آن است که با ارتقای سطح زبان انگلیسی تغییری در رویکرد زبان آموزان نسبت به استفاده از راهبردهای فراگیری زبان رخ نمی دهد مگر در مورد راهکار حافظه ای واجتماعی فراگیری زبان. نهایتا نتایج نشان می دهد که متداوترین راهکار فراگیری زبان در میان دو سطح متوسط و پیشرفته زبان آموزان راهکار شناختی بوده و زبان آموزان هر دو سطح از راهکار عاطفی کمتر از سایر راهکارها استفاده می کنند.
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