مداخله ی فراشناختی: عملکرد شنیداری و آگاهی فراشناختی یادگیرندگان با ظرفیت حافظه ی کاری بالا

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 استادیار دپارتمان زبان و ادبیات انگلیسی، دانشکده ی ادبیات و علوم انسانی، دانشگاه مازندران، مازندران، ایران

2 دانشجوی ارشد دپارتمان زبان و ادبیات انگلیسی، دانشکده ی ادبیات و علوم انسانی، دانشگاه مازندران، مازندران، ایران

چکیده

پژوهش حاضر تاثیر مداخله‌ی فراشناختی بر عملکرد شنیداری و آگاهی فراشناختی یادگیرندگان فوق متوسطه‌ی انگلیسی با ظرفیت حافظه‌ی کاری بالا را بررسی می کند. 152 یادگیرنده‌ی مذکر ایرانی سنین 15 تا 25 سال تحت آزمون تعیین سطح آکسفورد قرار گرفتند، و 86 نفر به عنوان یادگیرندگان سطح فوق متوسطه شناسایی شدند. سپس، آن ها تحت آزمون حافظه‌ی عددی بصری قرار گرفتند و 60 یادگیرنده‌ با ظرفیت حافظه‌ی کاری بالا انتخاب و بطور تصادفی به گروه های تجربی (30 نفر) و شاهد (30 نفر) تخصیص یافتند. گروه تجربی از طریق یک چرخه‌ی آموزشی به مدت 10 جلسه تحت مداخله‌‌ی فراشناختی قرار گرفت، در حالی که گروه شاهد روش مرسوم را دنبال نمود. شرکت کنندگان پرسشنامه‌ی آگاهی فراشناختی شنیداری را تکمیل کردند و قبل و بعد از مداخله، تحت آزمون های شنیداری آیلتس قرار گرفتند. نتایج نشان داد گروه تجربی در مقایسه با گروه شاهد پیشرفت بالاتری را برحسب عملکرد شنیداری با اندازه‌ی اثر بزرگ داشت. همچنین، گروه تجربی استفاده‌ی بسیار بیشتری از توجه هدایت شده، ترجمه‌ی ذهنی و دانش شخصی داشت.

کلیدواژه‌ها


عنوان مقاله [English]

Metacognitive Intervention: High WMC Learners’ Listening Performance and Metacognitive Awareness

نویسندگان [English]

  • Hossein Bozorgian 1
  • Meysam Muhammadpour 2
1 Assistant professor at English language and literature department, faculty of humanities and social sciences, university of Mazandaran, Mazandaran, Iran
2 MA student at English language and literature department, faculty of humanities and social sciences, university of Mazandaran, Mazandaran, Iran
چکیده [English]

This study investigated the effect of the metacognitive intervention on the listening performance and metacognitive awareness of upper-intermediate EFL learners with high working memory capacity (WMC). 152 Iranian male learners aged between 15 and 25 years were given Oxford Placement Tests (OPT), and 86 were identified as upper-intermediate learners. They were further given the Visual Digit Span Test (DST), and 60 high WMC learners were selected and randomly assigned to experimental (N=30), and control (N=30) groups. The experimental group received the metacognitive intervention through a pedagogical cycle for 10 sessions while the control group followed their traditional approach. The participants were asked to complete the Metacognitive Awareness Listening Questionnaire (MALQ) and to take the International English Language Testing System (IELTS) listening tests before and after the intervention. The results suggested that the experimental group had a higher gain with a large effect size in terms of listening performance than the control group. In addition, the experimental group reported the significantly higher use of directed attention, mental translation and person knowledge.

کلیدواژه‌ها [English]

  • metacognition
  • Pedagogical Cycle
  • working memory capacity
  • Listening Performance
  • Metacognitive Awareness
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