استفاده از منطق فازی در ارزیابی مداخلات فراشناختی در رابطه با شنوندگان مبتدی و حرفه‌ای زبان دوم

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 کارشناسی‌ارشد آموزش زبان انگلیسی، دانشگاه مازندران، بابلسر، ایران

2 استادیار زبان‌شناسی کاربردی، گروه زبان و ادبیات انگلیسی، دانشگاه مازندران، بابلسر، ایران

چکیده

مداخلة فراشناختی به‌عنوان یکی از روش‌های موثر بر افزایش مهارت و درک شنوایی شناخته می‌شود. اخیرا تحقیقاتی بر روی شنوندگان مبتدی و حرفه‌ای زبان دوم صورت گرفته که نشانگر مداخلة فراشناختی به‌شنوندگان مبتدی زبان دوم، بیشتر از شنوندگان حرفه‌ای زبان دوم کمک می‌کند. اما، از آن‌جا که شنوندگان حرفه‌ای زبان دوم، به‌درجة بالایی از یادگیری رسیده‌اند، دستیابی به‌پیشرفت بیشتر، برای آن‌ها دشوارتر خواهد بود. بنابراین، مقیاس پیشرفت بین شنوندگان مبتدی و شنوندگان حرفه‌ای، متفاوت است، که برای بررسی وواکاوی میزان پیشرفت، تنها یافتن میزان مهارت پیش و پس از آزمون کفایت نمی‌کند. در این پژوهش، از رویکرد بررسی و واکاوی منطق فازی بهره گرفته‌شده؛ تا نخست مقیاس‌های متفاوت را یکسان‌سازی و سپس پیشرفت را برابرسنجی کند. برای بررسی پرسش‌های پژوهش؛ از رویکرد کمی و از طرح نیمه‌آزمایشی استفاده شده است. 65 دانشجوی ایرانی شامل 31 شنوندة مبتدی و 34 شنوندة حرفه‌ای گزینه شدند. آموزش بر اساس مداخلة فراشناختی در هشت‌جلسه صورت گرفت. نتیجة به‌دست آمده بر اساس روش بررسی وواکاوی منطق فازی نشان داده است که برخلاف پژوهش‌های پیشین، مداخلات فراشناختی، تاثیر بیشتری در پیشرفت شنوندگان حرفه‌ای، نسبت به‌شنوندگان مبتدی، داشته است. این پژوهش در زمینة ارزیابی مفید است. ارزیابی‌ها بر پایة تفاوت نتایج پیش/پس‌آزمون ممکن است تنها در برخی موارد کافی و مناسب نباشد. محققان و معلمان بهتر است عوامل دیگری را نیز در قضاوت‌های خود لحاظ کنند.

کلیدواژه‌ها


عنوان مقاله [English]

Using Fuzzy Logic in assessing metacognitive intervention in relation to Less-/more-skilled L2 Listeners

نویسندگان [English]

  • Mohammad Ali Alavidoost 1
  • Hossein Bozorgian 2
1 University of Mazandaran, Mazandaran, Iran
2 Assistant professor at English language and literature department, faculty of humanities and social sciences, university of Mazandaran, Mazandaran, Iran
چکیده [English]

Metacognitive intervention is known as one of the effective approaches to increase listening skills and comprehension. Recent research on less-/more-skilled L2 listeners indicated that metacognitive intervention is more rewarding for less-skilled L2 listeners than more-skilled counterparts. However, since more-skilled L2 listeners achieved a repertoire of knowledge and skills, it is more difficult for them to achieve more improvement. Therefore, the scales of improvements are different between less- and more-skilled L2 listeners, and mere comparison between pre- and post-tests does not suffice. In this study, however, Fuzzy logic analysis was employed as a remedial approach in order to equalize these scales. Next, the comparison was made between less- and more-skilled L2 listeners to find out which group would logically benefit more from metacognitive intervention. A quantitative approach and quasi-experimental design were used to address the research questions. 65 Iranian students were selected including 31 more-skilled (15 advanced and 16 upper-intermediate) and 34 less-skilled (18 intermediate and 16 lower-intermediate). The instruction was based on metacognitive intervention in eight sessions. The result, which was based on a Fuzzy logic analysis approach, indicated that more-skilled L2 listeners benefited more than less-skilled L2 listeners from metacognitive intervention, and is quite contrary to the previous studies. This study is beneficial to the field of assessment. Assessment based solely on differences in pre-/post-test results may not be adequate in some cases. Researchers and teachers should consider other factors in their judgments.

کلیدواژه‌ها [English]

  • Listening Performance
  • Metacognitive Intervention
  • Less- skilled L2 listeners
  • More-skilled L2 listeners
  • Fuzzy Logic
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