Document Type : Research Article

Authors

1 Assistant Professor in Applied Linguistics, Farhangiyan University, Urmia, Iran

2 Ph.D. in Applied Linguistics, Ministry of Education, Salmas, West Azarbaijan, Iran

3 M.A. in Applied Linguistics, Ministry of Education, Urmia, West Azarbaijan, Iran

Abstract

Critical thinking (CT) is extensively considered to be a prevalent notion in teaching and learning processes. Thus, this paper set out to pinpoint the association between EFL pupils’ CT capabilities as well as their vocabulary learning strategies (VLSs) across gender. To do this, 140 Iranian male and female intermediate students studying at Iran Language Institute (ILI) in Urmia, Iran were chosen randomly. The study was conducted in the form of a survey with data being gathered via using Preliminary English Test (PET) to homogenize the students, Schmitt’s VLSs questionnaire to recognize the kinds of the strategies employed by students, as well as Ennis' Cornell Critical Thinking Test (CCTT) to ascertain the students’ CT capabilities. The data was subjected to analysis using the Pearson correlation. The findings indicated a significant association between CT abilities and VLSs. Furthermore, male learners showed more CT skills and VLSs compared to female students.  Thus, identifying the students' preferred VLSs would help them overcome the difficulties in learning words. Also, instructors should design classroom activities that encourage learners’ reflective thinking.

Keywords

Main Subjects

Article Title [Persian]

تعامل پویا بین تفکر انتقادی و راهبردهای یادگیری واژگان در زبان آموزان ایرانی زبان انگلیسی با نقش تعدیل کننده جنسیت

Authors [Persian]

  • دکتر مریم سلیمانی 1
  • دکتر زهرا آقازاده 2
  • امین بلورچی 3

1 استادیار گروه زبان انگلیسی، دانشگاه فرهنگیان، ارومیه، ایران

2 دکتری زبان شناسی کاربردی، وزارت آموزش و پرورش، آذربایجان غربی، سلماس، ایران

3 کارشناس ارشد زبانشناسی کاربردی، وزارت آموزش و پرورش، آذربایجان غربی، ارومیه، ایران

Abstract [Persian]

تفکر انتقادی به طور گسترده به عنوان یک مفهوم رایج در فرآیندهای آموزش و یادگیری در نظر گرفته می شود. بنابراین، این مقاله قصد دارد تا ارتباط بین قابلیت‌های تفکر انتقادی زبان آموزان و همچنین استراتژی‌های یادگیری واژگان  آنها را در بین جنسیت بررسی کند. بدین منظور 140 زبان آموز ایرانی دختر و پسر مقطع متوسطه شاغل به تحصیل در موسسه زبان ایران در ارومیه به صورت تصادفی انتخاب شدند. این مطالعه به صورت پیمایشی با داده‌های جمع‌آوری شده از طریق آزمون مقدماتی انگلیسی برای همگن‌سازی دانش‌آموزان، پرسش‌نامه ی استراتژی‌های یادگیری واژگان اشمیت برای شناسایی انواع استراتژی‌های به کار گرفته شده توسط دانش‌آموزان و همچنین آزمون تفکر انتقادی کرنل انیس برای تعیین قابلیت های تفکر انتقادی دانش آموزان انجام شد. داده ها با استفاده از همبستگی پیرسون مورد تجزیه و تحلیل قرار گرفتند. نتایج یک همبستگی مثبت بین تفکر انتقادی و استراتژی‌های یادگیری واژگان را برجسته کردند. علاوه بر این، مشخص شد که شرکت کنندگان مرد سطح بالاتری از تفکر انتقادی را نشان دادند و تعداد بیشتری از استراتژی‌های یادگیری واژگان را در مقایسه با همتایان زن خود به کار گرفتند. اهمیت ادغام تفکر انتقادی و استراتژی‌های یادگیری واژگان در محیط های آموزشی زبان انگلیسی ممکن است با پیامدهای تحقیق حاضر بیشتر روشن شود.

Keywords [Persian]

  • تفکر انتقادی
  • زبان آموزان انگلیسی
  • راهبردهای یادگیری واژگان
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