نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران
2 استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد کرج، کرج، ایران
3 استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران
چکیده
به نظر میرسد آگاهی از فرایندهای یادگیری، بدون تداخل رفتاری، احساسی، شناختی و فراشناختی و محیطی زبانآموزان در فرایند یادگیری که منجر به یادگیری و برنامهریزی با کیفیت بالا میشود، امکانپذیر نیست (کروس و گوتز، 2008) .بنابراین روش ترکیبی این مطالعه جهت بررسی تاثیر مدلهای یادگیری خودتنظیمی (مدل چرخهای به انضمام تنظیم احساس) بر آگاهی فراشناختی استراتژیهای گرامر زبان انگلیسی به عنوان زبان خارجی و مقایسه آن با روش آموزشی غیر خود تنظیمی، بکار گرفته شد. لذا در راستای این هدف، 122 زبان آموز همگن شده در سطح متوسط به صورت تصادفی جهت شرکت در گروههای آزمایشی و کنترل انتخاب شدند. برای جمعآوری دادهها، همه گروهها در معرض سه نوع آموزش متفاوت قرار گرفتند. تحلیل آماری غیر پارامتریک کروسکال والیس نشان داد که آموزش استراتژیهای یادگیری خودتنظیمی (چرخشی و تنظیم احساس) تاثیر معناداری بر آگاهی فراشناختی استراتژیهای گرامر زبانآموزان دارد. همچنین مدل چرخشی یادگیری خود تنظیمی تاثیر مثبتی بر آگاهی فراشناختی داشت، که کمترین عملکرد در روش تمرکز بر فرم دیده شد. برای کسب شواهد بیشتر از تداخل زبانآموزان در استراتژیهای یادگیری خودتنظیمی در فرآیند یادگیری، پرسشنامه یادگیری خودتنظیمی گرامر در مرحله پیشآزمون و پسآزمون به یادگیرندگان زبان خارجی داده شد. نتیجه آزمون تی زوجی عملکرد بالایی در بکارگیری استراتژیهای یادگیری خودتنظیمی به ترتیب نشان داد. نتایج آزمون تی زوجی تنطیم احساس همچنین ضریب تاثیر بالایی را نشان داد و نیز درصد فراوانی از زبان آموزان به طور معناداری نگرش مثبتی را نسبت به این نوع از مدلهای آموزشی نشان دادند. بنابراین، این مطالعه برای معلمان و طراحان درسی جهت طراحی کار آموزشی که منجر به افزایش آگاهی فراشناختی در زبان آموزان خارجی میشود، کاربرد دارد.
کلیدواژه‌ها
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