بررسی سبک های غالب یادگیری ادراکی میان دانشجویان زبان انگلیسی

نوع مقاله: علمی پژوهشی

نویسندگان

1 دانشگاه قم

2 گروه زبان و ادبیات انگلیسی، دانشگاه قم

چکیده

شیوه متفاوت درک، سازماندهی، و نگه‌داری اطلاعات زبان‌آموزان، سبک یادگیری نامیده می‌شود. استفاده بیشتر و کمتر از سبک خاصی، به ترتیب اولویت اصلی و فرعی تلقی می‌گردد. پاسخ 235 دانشجوی زبان انگلیسی به پرسشنامه‌ی سبک‌های غالب یادگیری ادراکی رید (1984) نشان داد که سبک‌های یادگیری شنیداری، دیداری، لامسه‌ای، و حرکتی، اولویت اصلی بوده، ولی یادگیری فردی و گروهی، اولویت فرعی است. متغیرهایی مانند جنسیت، سن، ترم و مقطع تحصیلی، سطح بسندگی، و رشته تحصیلی نقش به سزا و متفاوتی در سبک یادگیری دانشجویان دارد. شیوه‌ی یادگیری شنیداری، اولویت فرعی دانشجویان پسر و اولویت اصلی دانشجویان دختر است. همچنین، متغیر سن و سبک لامسه، و مقطع تحصیلی و سبک‌های لامسه و بصری، رابطه‌ی معناداری را نمایان می‌سازد. متغیر ترم تحصیلی و سطح بسندگی با سبک خاصی، تفاوت معنادار ندارد ولی بین رشته تحصیلی و سبک یادگیری لمسی، تفاونی معنادار دیده می‌شود. یافته‌های نشان می‌دهد که معلمان زبان باید توجه خاص و زیادی به روش‌های گوناگون تدریس و مواد آموزشی متنوع، برای واکنش به سبک‌های یادگیری متفاوت در هنگام تدریس داشته باشند.

کلیدواژه‌ها


عنوان مقاله [English]

Surveying perceptual learning style preferences of Iranian tertiary EFL learners

نویسندگان [English]

  • Is'haaq Akbarian 1
  • Javad Ghasemi 2
1 Department of English Language and Literature, University of Qom, Iran
2 Department of English Language and Literature, University of Qom, Qom, Iran
چکیده [English]

Learners vary in understanding, organizing, and retaining information or experience, called preferred learning style. We administered Reid’s (1984) Perceptual Learning Style Preference Questionnaire to 235 Iranian EFL learners to determine their styles and the role of some variables in their preference. Kinesthetic, auditory, visual, and tactile learning styles came out as major category while individual and group learning styles appeared as minor type. Furthermore, females, not males, prefer auditory learning. Also, age makes a significant difference in preferring only tactile learning style. However, graduate students differed significantly in tactile and visual learning styles from undergraduate students, due possibly to the low number of graduate participants. Yet, participants differed across disciplines of English literature, translation, and TEFL in only tactile learning style. Post-hoc comparisons indicated more preference of tactile style for TEFL students. Other variables investigated showed no significant difference. Thus, Iranian language teachers should be considerate and provide various teaching methods and materials selectively to respond to the diverse learning styles of the learners with different age, gender, and discipline.

کلیدواژه‌ها [English]

  • perceptual learning style preference
  • tertiary EFL learners
  • age
  • discipline
  • and gender
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