The Effect of Emotionality and Openness to Experience on Vocabulary Learning Strategies of Iranian EFL Students
محورهای موضوعی : language teaching
شبنم رنجبران اسکویی
1
(
Azarbaijan University of Shahid Madani, Tabriz, Iran
)
ابوالفضل رمضانی
2
(
Azarbaijan University of Shahid Madani, Tabriz, Iran
)
کلید واژه: Cognitive strategies, Emotionality, Openness to experience, vocabulary learning strategies, HEXACO, Metacognitive strategies, Memory Strategies, Social Strategies,
چکیده مقاله :
This study explored the relationship between vocabulary learning strategies and learner variables of Iranian learners of English as a foreign Language (EFL) with special reference to their personality types to examine what implications these associations have for teaching EFL. It tried to find any possible relation between vocabulary learning strategies use of Iranian EFL students and two personality types, namely emotionality and openness to experience. For so doing, a representative sample of the EFL students was chosen, which comprised 120 second year EFL students from Islamic Azad university of Tabriz. The data were collected using two questionnaires - Schmitt’s vocabulary learning strategy questionnaire and HEXACO personality assessment questionnaire;only two dimensions of emotionality and openness to experience were investigated in this research. The Pearson correlation coefficient was used to measure the associations between the learner variables and use of vocabulary learning strategies. The findings showed differences in strategy use indicating that these strategy choices are correlated with their personality type. It was found that there is a positive relation between emotionality and cognitive strategies, and also between emotionality and metacognitive strategies. The results also showed that there is a positive relation between openness to experience and memory, and social strategies.
این تحقیق رابطه بین استراتژی های یادگیری لغت و متغیرهای یادگیری فراگیران ایرانی رشته زبان انگلیسی را، با توجه خاص به تیپ شخصیتی آنان ، به منظور یافتن کاربردهای آموزشی آن، جهت تدریس زبان انگلیسی به عنوان زبان خارجی ، مورد بررسی قرار داد.هدف تحقیق حاضر، یافتن رابطه بین استراتژی های یادگیری لغت و دو تیپ شخصیتی هیجان پذیری و گشودگی به تجربه میان دانشجویان ایرانی رشته زبان انگلیسی بود. به منظور بررسی این موضوع ، نمونه آماری از جمعیت دانشجویان زبان انگلیسی برداشته شد . نمونه انتخابی برای تحلیل ، شامل 120 نفر از دانشجویان رشته زبان انگلیسی دانشگاه آزاد اسلامی تبریز در گرایشهای مختلف بود . داده ها با استفاده از دو پرسشنامه جمع آوری گردید: پرسشنامه استراتژی های یادگیری لغت اشمیت و پرسشنامه ارزیابی شخصیت هگزاکو که در تحقیق حاضر فقط دو بعد شخصیتی این پرسشنامه مورد بررسی قرار گرفت. به منظور اندازه گیری رابطه بین متغیرهای یادگیری و استراتژی های یادگیری لغت ، ضریب همبستگی پیرسون مورد استفاده قرار گرفت. یافته ها ، تفاوت هایی را در استفاده از استراتژی ها نشان می دهد که نشانگر اینست که استراتژی های انتخاب شده به تیپ شخصیتی مرتبط است. این تحقیق نشان می دهد که رابطه مثبت بین هیجان پذیری و استراتژی های شناختی و فراشناختی وجود دارد ، همچنین بین گشودگی به تجربه و استراتژی های حافظه و همچنین استراتژی های اجتماعی رابطه مثبت وجود دارد.
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