خط مشی دسترسیدرباره ما
ثبت نامثبت نام
راهنماراهنما
فارسی
ورودورود
صفحه اصلیصفحه اصلی
جستجوی مدارک
تمام متن
منابع دیجیتالی
رکورد قبلیرکورد بعدی
Record identifier : 564828
Personal Name - Primary Intelectual Responsibility : Mohebati,Maryam
Title and statement of responsibility : Core Self-Evaluation Traits, Metacognitive-Awareness Consciousness Raising and Learning-Strategy Use in Iranian Intermediate EFL Learners [Thesis]/مریم محبتی;supervisor: Mohammad Khatib;advisor: Fahimeh Marefat
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 : , Foreign Language Teaching English as
Body granting the degree : , Faculty of Persian Literature and Foreign Languages Department of English Language and Literature
Summary or Abstract : هدف تحقیق: بررسی ساختار روانی فردی در ارتباط با استفاده یا عدم استفاده از استراتژی های یادگیری ضروری به نظر می رشد. پرسشهای تحقیق: ایا هیچ ارتباطی بین ساختار روانی زبان اموز سطح متوسط ایرانی و استفاده از استراتژی های یادگیری وجود دارد؟ آیا آگاهی فراشناختی زبان اموز سطح متوسط ایرانی هیچ رابطه‌ای با استفاده از استراتژی های یادگیری دارد؟ آیا ساختار روانی زبان آموز سطح متوسط ایرانی می تواند تاثیری بر بهره‌وری از آگاهی فراشناختی داشته باشد؟ و... یافته های تحقیق: نشان می دهد که در آغاز دوره تفاوت چشمگیری بین دو گروه با شاخص روانی بالا و پایین در استفاده از استراتژی های یادگیری وجود ندارد. از سوی دیگر مشخص گردید که افزایش آگاهی فراشناختی در زبان آموزان می تواند تاثیر مثبتی بر استفاده آنان از استراتژی های یادگیری دشاته باشد. همچنین نتایج نشان می دهند که بین شاخص روانی زبان اموز سطح متوسط ایرانی و بهره‌برداری آنها از افزایش آگاهی فراشناختی رابطه معنی داری وجود دارد
: Abstract The effectiveness of learning-strategy use in SLL has been widely studied, however, not enough seems to be known about why students use or do not use certain strategies. Among various components affecting learners' preferred choices of learning strategies are individuals' psychological construct and from among all traits of personality, the core self-evaluation traits are the ones most studied and highlighted by educational psychologists. Metacognition is an aspect of learning in this regard that was chosen to investigate the effect of a person's psychological construct on his learning-strategy use and to see how the psychological construct affects a learner's drawing on metacognitive awareness. The use of learning strategies was chosen as an indicator of learner success because as was thoroughly reviewed in the review of literature in this research, a great many studies have underscored the strong relationship between strategy use and language proficiency especially in intermediate students.In this study, after homogenizing the learners and dividing them into experimental and control groups, their use of strategies and their psychological construct were established by means of administrating five separate questionnaires. Then the control group was given eight sessions of forty five minutes instruction on metacognitive awareness. At the end of the study the strategy use questionnaire was administered once more to have an account of any changes in the strategy use of the learners. The results of the study indicate that after the participants were exposed to metacognitive awareness discussions, the group with higher psychological construct improved in their use of the strategies much more significantly than the group with lower construct. However, the findings suggested that although the difference made in the strategy use of the lower group (t=4.45) was less than the higher one (t=11.60), it was still significant compared to the difference in strategy use of the control group (t=0.61).Based on the findings of the research, it can be suggested that it is of consequence to incorporate a section in 'Teacher Education' programs, both in teacher training courses for novice teachers and on-job training courses, to highlight the role that the psychological make-up of individuals can play in the process of their learning. This awareness on the teacher part can help provide a more nurturing, less threatening environment for learners where their potential can much more effectively be realized. The researcher learned that encouraging learners to be self-evaluative thinkers had a positive impact on the instructor's teaching. It also seems necessary for the teachers to explicitly point out different learning strategies to their learners and explaining what situations are most appropriate for employing certain strategies. Moreover, given the role metacognitive awareness seems to play at how learners can figure out their own learning processes, it seems necessary for material developers to include tasks or even entire sections in text books in which learners' attention is drawn to what actually happens when they complete a task, answer some questions or do a comprehension exercise.
Topical Name Used as Subject : Core self
: evaluation traits
: lerning strategies
Information of biblio record : TL
 
 
 
(در صورت عدم وضوح تصویر اینجا را کلیک نمایید)