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Record identifier : 564819
Personal Name - Primary Intelectual Responsibility : Rahimi, Amir hossin
Title and statement of responsibility : The Relationship among Listening Performance, Metacognitive Strategy Use and Motivation from a Self- Determination Perspective [Thesis]/رحیمی، امیر حسین;supervisor: Sasan Baleghizaden;advisor: Ahmad Segighi
Publication, Distribution,Etc. : , 2010
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Master of Arts
Discipline of degree : , TEFL
Body granting the degree : , Allameh Tabataba'i University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : می پردازد .همچنین تاثیر اموزش استراتژی های فراشناختی بر عملکرد شنیداری دانشجویان مورد تحقیق قرار می گیرد.یافته های تحقیق :نتایج نشان داد که تفاوت معناداری بین عملکرد گروه ازمایشی و شاهد پس از اموزش استراتژی های فراشناختی وجود داشت .همبستگی معناداری بین عملکرد شنیداری دانشجویان واستفاده از استراتژی های فراشناختی یافت شد .بین عملکرد شنیداری دانشجویان و انگیزه درونی همبستگی معناداری وجود داشت .بین استفاده از استراتژی های فراشناختی و انگیزه های درونی و برونی یافت شدDetermination - selfبرای نیل به این هدف این تحقیق به بررسی رابطه بین عملکرد شنیداری استفاده از استراتژی های فراشناختی و انگیزه از دیدگاه نظریه
: The purpose of this study is to investigate the relationship among metacognitive strategy use, motivation and listening test performance of EFL university students. Moreover the effect of metacognitive strategy instruction on listening test performance of the participants is examined. The participants were 82 students studying English translation and literature at Allameh Tabatabae'i and Shahid Beheshti Universities. Data were collected using three instruments, MALQ (metacognitive awareness listening questionnaire), AMS (academic motivation scale), and the listening section of the TOEFL. After administering the listening section of the TOEFL (pre-test), students filled in the MALQ and AMS. To investigate the effect of metacognitive strategy instruction, students were homogenized and divided into control and experimental groups. The experimental group received the strategy training following the models proposed by Vandergrift and Tafaghodtari (2010) and O'Malley and Chamot (1990). Then the participants took part in another listening test (post-test) to see whether any change had occurred in their listening ability. Data were analyzed using descriptive statistics, Pearson product correlation, independent sample t-test, and matched t-test revealed a statistically significant difference between experimental and control groups after the metacognitive strategy instruction. A matched t-test. A statistically significant correlation was found between metacognitive strategy use and listening performance, listening performance and intrinsic motivation, metacognitive strategy use and intrinsic, extrinsic motivation. An independent sample t-test revealed a statistically significant difference in experimental group performance before and after the treatment, while no difference was found for the control group..
Topical Name Used as Subject : Listening skill
: Metacognitive strategy
: Motivation
Information of biblio record : TL
 
 
 
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