آمار
| تعداد نشریات | 45 |
| تعداد شمارهها | 1,456 |
| تعداد مقالات | 17,792 |
| تعداد مشاهده مقاله | 58,056,303 |
| تعداد دریافت فایل اصل مقاله | 19,594,937 |
Investigating the Employment of Metacognitive Strategies in Listening Comprehension among Non-Iranian Language Learners | ||
| Journal of English Language Teaching and Learning | ||
| دوره 13، شماره 28، 2021، صفحه 261-277 اصل مقاله (839.28 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2021.48515.2455 | ||
| نویسندگان | ||
| Amirreza Vakilifard* ؛ Ahmad Abedini | ||
| Department of Persian Language Teaching, Imam Khomeini International University, Qazvin, Iran. | ||
| چکیده | ||
| Applying metacognitive strategies leads to better listening comprehension and optimal use of learners’ other cognitive skills. The purpose of the present study is to investigate the metacognitive strategies that non-Iranian Persian learners employ to comprehend oral texts and whether gender and mother tongue have any effect on it. This research is a field study in which after calculating the item reliability of the questionnaire, data were collected quantitatively through Metacognitive Awareness Listening Questionnaire (MALQ) developed by Vandergrift, Mareschal, and Tafaghodtari (2006). One hundred nineteen adult Persian learners from eight countries participated in this study. Data analysis indicated that non-Iranian Persian learners use problem-solving, direct attention, planning-evaluation, personal knowledge, and mental translation strategies respectively. Furthermore, the findings showed that male Persian learners employ metacognitive strategies more than female learners, even though this difference was not very significant, and that mother tongue has no effect on the use of these strategies. Research findings will help Persian language teachers to take into consideration each group of learners’ preferences and extent of their use, as well as variables such as gender and nationality. | ||
| کلیدواژهها | ||
| metacognitive strategies؛ learning strategies؛ listening comprehension؛ Persian language learner؛ Persian language teaching | ||
| مراجع | ||
|
Anderson, N. J. (2005). L2 learning strategies. In Hinkel, E. (ed.). Handbook of research in second language teaching and learning (757-771). Mahwah, NJ: Lawrence Erlbaum. Bachman, L. F., & Palmer, A. S. (2010). Language testing in practice. Oxford: Oxford University Press. Callesen, P. (2020). Live More Think Less: Overcoming Depression and Sadness with Metacognitive Therapy, UK: Icon Books Ltd. Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112-130. Cohen, A. D. (2011).Second Language Learner Strategies. In Hinkel, E. (ed), Handbook of Research in Second Language Teaching and Learning (vol. II). (679-698). NY: Routledge. Desoete, A. & Ozsoy, G.(2009). Introduction: Metacognition, more than the lognes monster? International Electronic Journal of Elementary Education, 2 (1), 1-6. Efklides, A. (2006). Metacognition and Affect: What Can Metacognitive Experiences Tell Us about the Learning Process? Educational Research Review, 1, 3-14. Esmaeili, Z., Taki, S. & Rahimian, Y. (2017). EFL learners' Metacognitive Strategy Use in Academic Listening Tasks. Journal of Applied Linguistics and Language Research, (4) 3, 254-268. Haukås, Å. (2018). Metacognition in Language Learning and Teaching: An Overview. In Haukås, Å., Bjørke, C. and Dypedahl, M. (ed), Metacognition in language learning and teaching (pp. 11-30) / NY: Routledge. Holden. Wm., R. (2004). Facilitating listening comprehension: acquiring successful strategies. Bulletin of Hokuriku University. 28, 257-266. Karimi, A. (2014). Applying Listening Comprehension Strategies: A Case Study of Pre-university Learners Persian Language Learners. Journal of Persian Language Teaching to Non-Persian Speakers. 3 (2), 69-102. Martinez, M. E. (2006). What is metacognition? Phi delta Kappan, Bloomington, (87)16, 696-700. Mazorodze, R. and Reiss, M. J. (2019). Cognitive and metacognitive problem-solving strategies in post-16 physics: a case study using action research. Switzerland: Springer Nature. Nikto AJ. (2001:470). Educational assessment of student (3rd ed) upper saddle, NJ: Merrill, Prentice Htall. Oxford, R. L. (1990). Language Learning Strategies. What Every Teacher Should Know. Boston, MA: Heinle. Phakiti, A. (2008). Construct validation of Bachman and Palmer’s (1996) strategic competence model over time in EFL reading tests. Language Testing, 25 (2), 237–272. Purpura, J. E. (2011). Quantitative Research Methods in Assessment and Testing. In Hinkel, E. (ed), Handbook of Research in Second Language Teaching and Learning (vol. II). (731-751). NY: Routledge. Ratebi, Z. (2013). The use of metacognitive strategies in listening comprehension by Iranian EFL learners at different levels of proficiency: The effect of strategy instruction. (Master’s Thesis, University of Isfahan, Department of Foreign Languages, Iran). Retrieved from https://elmnet.ir/article/10585257-61311/ Richards, J. C. (2008). Teaching listening and speaking from theory to practice. Cambridge: Cambridge University Press. Van Velzen, J. (2016). Metacognitive Learning Advancing Learning by Developing General Knowledge of the Learning Process. Switzerland: Springer International Publishing. Vandergrift, L. & Goh, Ch. C. M. (2012). Teaching and Learning Second Language Listening: Metacognition in Action. New York and Oxon: Routledge. Vandergrift, L. (2003). Orchestrating strategy use: Towards a model of the skilled second language listener. Language Learning, (3) 53, 463-496. Vandergrift, L. (2011). Second Language Listening: Presage, Process, Product, and Pedagogy. In Hinkel, E. (ed), Handbook of Research in Second Language Teaching and Learning (vol. II). (455-471). NY: Routledge. Vandergrift, L., Goh, C., Mareschal, C., Tafaghodtari, M. H. (2006). Validation of the Metacognitive Awareness Listening Questionnaire (MALQ). Language Learning. 56 (3), 431-462. Williams, J. P., & Atkins, G. J. (2009). The Role of Metacognition in Teaching Reading Comprehension to Primary Students. In Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). Handbook of metacognition in education (pp. 26-44). NY: Routledge. Wilson, D., & Conyers, M. (2016). Teaching students to drive their brains: Metacognitive strategies, activities, and lesson ideas. Alexandria, VA: ASCD. Wollfolk, A. E. (2001). Beyond words: The influence of teachers’ nonverbal behaviors on students’ perceptions and performances. Elem Sch J, (4) 85, 28-513. Zeinaly, Z. (2010). The relationship between metacognitive strategies and creativity with self-esteem and academic performance of high school students in Sedeh. (Master’s Thesis, Islamic Azad University, Marvdasht Branch, Iran). Retrieved from https://elmnet.ir/article/10480036-32183/ | ||
|
آمار تعداد مشاهده مقاله: 755 تعداد دریافت فایل اصل مقاله: 910 |
||