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Record identifier : 564727
Personal Name - Primary Intelectual Responsibility : Fani, Tayebeh
Title and statement of responsibility : The Role of Foreign Language Anxiety, Motivation, and Self-esteem in the Accuracy of Self-assessment of EFL Students' Reading Comprehension Abilities [Thesis]/فانی، طیبه;supervisor: Khatib;advisor: fahim
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 : , Allameh Tabataba i University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : هدف تحقیق: بررسی نقش اضطراب زبان آموزی، انگیزش و خودباوری در میزان دقیق بودن خود ارزیابی زبان آموزان مقطع پیشرفته از مهارت خواندن و درک مطلب است. پرسش های تحقیق: آیا رابطمعناداری میان خودباوری و خود ار ای معناداری میان اضطرای زبان اموزی و میزان دقیق بودن ارزیابی زبان آموزان مقطع پیشرفته از توانایی خواندن و درک مطلب خود وجود دارد؟ آیا رابطه‌ای معناداری میان خودباوری و میزان دقیق بودن ارزیابی زبان اموزان مقطع پیشرفته از توانایی خواندن و درک مطلب خود وجود دارد؟ یافته های تحقیق: حاکی از آن است که زبان آموزان مضطرب توانایی خود را دست کم و غیر مضطرب ها دست بالا می گیرند از طرفی رابطه‌ی معناداری میان خودباوری و خود ارزیابی دیده نشد. همچنین روابط متفاوتی نیز میان پنج نوع انگیزش و دقیق بودن خود ارزیابی دیده شد
: This study investigated the role of some selected individual attributes of advanced learners of English as a foreign language in the accuracy of self-assessment of reading comprehension ability. The selected traits were motivation types, foreign language anxiety and self-esteem.50 senior students of English at Shiraz University participated in the study. The participants answered three questionnaires, each relating to one of the personality factors. They were also asked to assess their own reading comprehension abilities. The academic reading module of IELTS was administered to assess the subjects' real abilities in reading comprehension. The data was then analyzed to find the possible meaningful relationships. It was found that anxious learners tend to underestimate while less anxious ones tend to overestimate their competence. However, anxious learners were more accurate ones in ssessing their reading comprehension abilities. A direct positive relationship was discovered between integrative orientation, financial/instrumental and self-assessment. However, the relationship between anti-integreative orientation and self-assessment was a negative one and no relationship was found out between antiintegrative/ instrumental, instrumental orientation and the accuracy of self-assessment. Learners with high self-esteem also overestimated their.
Topical Name Used as Subject : Foreign language anxiety
: Motivation
: Self-esteem
: Self-assessment
Information of biblio record : TL
 
 
 
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