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Record identifier : 564699
Personal Name - Primary Intelectual Responsibility : Boroomand, Mohsen
Title and statement of responsibility : The Influence of Explicit Teaching and Using of Concept Mapping on Listening Skill and Self-efficacy of Iranian EFL University Students [Thesis]/برومند، محسن;supervisor: Mostafaei;advisor: Khatib
Publication, Distribution,Etc. : , 2009
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Master of Arts
Body granting the degree : , Allame Tabatabai University The Faculty of Persian Literature and Foreign Language Faculty of Persian Literature and Foreign Languages
Summary or Abstract : هدف تحقیق: بررسی تاثیر آموزش صریح و بکارگیری استراتژی نقشه - مفاهیم ذهنی بر مهارت شنیداری و خودکارآیی زبان آموزان ایرانی است. پرسش های تحقیق: آیا آموزش و استفاده از استراتژی نقشه مفاهیم ذهنی در میان زبان آموزان سطح متوسط ایرانی تاثیری بر حس خودکارایی این افراد دارد؟ آیا ارتباطی بین پیشرفت و موفقیت زبان آموزان سطح متوسط ایرانی در فعالیتهای شنیداری و خودکارایی آنها وجود دارد؟ یافته‌ای این تحقیق نشان می دهد که آموزش و استفاده از استراتژی نقشه مفاهیم ذهنی در انجام فعالیتهای شنیداری برای زبان اموزان سطح متوسط ایرانی سودمند می باشد بعلاوه استفاده از این استراتژی حس خودمارایی افراد را نسبت به مهارت شنیداری افزایش داد. و سرانجام ارتباط مثبت تنگاتنگی میان حس خودکارایی افراد و پیشرفت شنیداری آنان مشاهده گردید
: Within the communicative framework of language teaching that its roots can be traced to cognitive psychology a special emphasis is put on those learning strategies that precipitate meaningful learning. In addition, in such a framework the primacy has shifted from product toward the processes involved in learning language skills. Listening is probably the least explicit of the four language skills, making it one of the most difficult skills to learn. It involves, as Vangergrift (1999) asserts, complex cognitive processes at different levels. Hence to follow the real-life approach of the current communicative framework of language teaching that insists on the critical role of listening in communication, a particular attention has to be brought on the learning strategies that are on one hand cognitive in nature, and on the other hand boost listening as one of the initial language skills to be mastered. Moreover, according to Barnhardt (1997) the development of an individual's self-efficacy or level of confidence in successfully completing a task is closely associated with effective use of learning strategies; this is while, based on Bandura's findings, self-efficacy beliefs are often said to be better predictors of academic success than are actual abilities. Considering the unquestionable role of cognitive learning strategies in the process of L2 learning along with he effect of self-efficacy on accomplishing different tasks تincluding language learning tasks--, the present study was an attempt to investigate the influence of explicit teaching and using of concept mapping as a cognitive learning strategy on the listening skill and selfefficacy of Iranian EFL university students. The participants were sixty Iranian university students, studying English, who were at the intermediate level of English language proficiency. They were randomly assigned into one control group and one experimental group, each including thirty students. The students in the experimental group were instructed and trained to use concept mapping strategy in listening tasks. The instruments used to gather the data were a self-efficacy questionnaire and tests of listening achievement. The findings revealed that students performed better in listening achievement test when concept mapping strategy was taught to them. Also they gained higher self-efficacy toward listening skill after being instructed and using concept mapping. The study further revealed that students sense of self-efficacy was correlated with their listening achievement..
Topical Name Used as Subject : Concept Mapping
: Self-efficacy
: Learning Strategies
Information of biblio record : TL
 
 
 
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