تأثیر مداخلۀ فراشناختی از طریق تعامل محاوره‌ای بر مهارت شنیداری چندرسانه‌ای و آگاهی فراشناختی زبان آموزان زبان انگلیسی به‌عنوان زبان خارجی

مطالعات زبان و ترجمه

مقاله 18، دوره 55، شماره 2، تیر 1401، صفحه 193-223   

نوع مقاله: مقالۀ پژوهشی

شناسه دیجیتال (DOI): 10.22067/jlts.2021.71143.1055

نویسندگان

ابراهیم فخری علمداری^{* 1}؛ حسین بزرگیان²

¹گروه زبان انگلیسی، واحد قائم شهر، دانشگاه آزاد اسلامی، قائمشهر، ایران

²گروه زبان و ادبیات انگلیسی، دانشگاه مازندران، بابلسر، ایران

چکیده

اخیراً مهارت شنیداری توجّه محقّقان و نیز متخصّصان را در سراسر دنیا به خود جلب کرده است و پژوهش درخصوص استفاده از راهبردهای مهارت شنیداری زبان دوم، بر راهبردهای فراشناختی متمرکز شده است. پژوهش حاضر به بررسی تأثیر مداخلۀ فراشناختی از طریق تعامل محاوره­ای بر مهارت شنیداری چندرسانه‌­ای زبان‌آموزان فوق میانی ایرانی زبان انگلیسی به‌عنوان زبان خارجی و آگاهی فراشناختی آنان در مهارت شنیداری می‌پردازد. داده­‌ها از طریق 720 زبان­‌آموز مذکر و مؤنث ایرانی با سطح فوق میانی و در محدودۀ سنی بین 15 تا 23 سال در سه گروه جمع‌آوری شد. دو گروه اوّل به تعداد 480 نفر از گروه آزمایش توسط برنامۀ مداخلۀ سازمان‌­یافته با تمرکز بر آموزش فراشناختی از طریق تعامل محاوره‌­ای و آموزش فراشناختی به مدّت 15 جلسه آموزش داده شدند. زبان‌­آموزان گروه آزمایش دو بار در هفته و هر بار به مدّت 60 دقیقه تمرین داده شدند. گروه سوم، با عنوان گروه گواه، به تعداد 240 نفر از طریق فعّالیّت‌های شنیداری روتینِ کلاسی بدون دریافت برنامۀ مداخلۀ سازمان‌یافته تمرین داده شدند. آزمون­‌های شنیداری چندرسانه‌­ای و پرسشنامۀ آگاهی فراشناختی شنیداری برای پیگیری درک مطلب و آگاهی فراشناختی دانش‌­آموزان با سطح فوق میانی به کار گرفته شدند. نتایج نشان داد که آموزش فراشناختی از طریق تعامل محاوره‌­ای باعث بهبود مهارت شنیداری چندرسانه‌­ای و همچنین آگاهی فراشناختی زبان­‌آموزان با سطح فوق میانی می‌­شود.

کلیدواژه‌ها

شنیداری چندرسانه‌ای؛ آموزش فراشناختی از طریق تعامل محاوره‌ای؛ آگاهی فراشناختی

مراجع

Alexander, P. A. (2008). Why this and why now? Introduction to the special issue on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 369–372.

Allan, D. (2004). Oxford placement tests 2: Test pack. Oxford, England: Oxford University Press.

Bozorgian, H. (2014). The role of metacognition in the development of EFL learners’ listening skill. International Journal of Listening, 28(3), 1–13.

Bozorgian, H., & Fakhri Alamdari, E. (2018). Multimedia listening comprehension: Metacognitive instruction or metacognitive instruction through dialogic interaction. ReCALL, 30(1), 131–152.

Bozorgian, H., Yaqubi, B., & Muhammadpour, M. (in press). Metacognitive intervention and awareness: Listeners with low working memory capacity. International Journal of Listening.

Brett, P. (1995). Multimedia for listening comprehension: The design of a multimedia-based resource for developing listening skills. System, 23(1), 77–85.

Chang, A. C. S., & Read, J. (2007). Support for foreign language listeners: Its effectiveness and limitations. RELC Journal, 38(3), 375–394.

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. New York, NY: John Wiley & Sons.

Cogill, J. (1999). The future. In S. Fawkes, S. Hurrell & N. Peacey (Eds.), Using television and video to support learning: A handbook for teachers in special and mainstream schools (pp. 97–100). Glasgow, England: David Fulton.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NY: Lawrence Erlbaum.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (Eds.). London, England: Routledge.

Cross, J. (2009). Effects of listening strategy instruction on news videotext comprehension. Language Teaching Research, 13(2), 151–176.

Cross, J. (2011a). Social historical contradictions in an L2 listening lesson: A joint activity system analysis. Language Learning, 61(3), 820–867.

Cross, J. (2011b). Utilizing dialogic recalls to determine L2 listeners’ strategy use. Innovation in Language Learning and Teaching, 5(1), 81–100.

Daniels, H. (2001). Vygotsky and pedagogy. London, England: Routledge.

Donato, R., & McCormick, D. (1994). A sociocultural perspective on language learning strategies: The role of mediation. The Modern Language Journal, 78(4), 453–464.

Engestr¨om, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit.

Fakhri Alamdari, E., & Hosnbakhshan, L. (2021). The dilemma of metacognitive intervention and EFL listening: Is L1 a panacea in EFL contexts? Interdisciplinary Studies in English Language Teaching, 1(1), 22–40.

Fernandez-Toro, M. (2005). The role of paired listening in L2 teaching. Language Learning Journal, 31(1), 3–8.

Field, J. (2008). Guest editor’s introduction emergent and divergent: A view of second language listening research. System, 36(1), 2–9.

Flavell, J. H. (1976). Metacognitive aspects of problem-solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–236). Hillsdale, NJ: Erlbaum.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911.

Ginther, A. (2002). Context and content visuals and performance on listening comprehension stimuli. Language Testing, 19(2), 133–167.

Goh, C. (1997). Metacognitive awareness and second language listeners. ELT Journal, 51(4), 361–369.

Goh, C. C., & Hu, G. (2014). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness, 23(3), 255–274.

Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young students. ELT Journal, 60(3), 222–232.

Graham, S., & Santos, D. (2015). Strategies for second language listening: Current scenarios and improved pedagogy. Basingstoke, England: Palgrave Macmillan.

Harding, L., Alderson, J. C., & Brunfaut, T. (2015). Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles. Language Testing, 32(3), 317–336.

Haught, J. R. (2006). Activity theory and second language teaching and learning. www.anupi.org.mx/PDF/06008_JohnHaughtActivity.pdf‎

Huang, J. (2005). A diary study of difficulties and constraints in EFL learning. System, 33(4), 609–621.

Kaptelinin, V., & Nardi, B. (2006). Acting with technology: Activity theory and interaction design. Cambridge, England: MIT Press.

Kuutti, K. (1996). Activity as a potential framework for human-computer interaction research. In B. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 17–44). Cambridge, England: MIT Press.

Larson-Hall, J. (2010). A guide to doing statistics in second language research using SPSS. London, England: Routledge.

Lecusay, R., Rossen, L., & Cole, M. (2008). Cultural-historical activity theory and the zone of proximal development in the study of idio-culture design and implementation. Cognitive System Research, 9(1), 92–103.

Liu, X. L., & Goh, C. (2006). Improving second language listening: Awareness and involvement. In T. S. C. Farrell (ed.), Language teacher research in Asia (pp. 91–106). Alexandria, VA: TESOL.

Livingston, J. A. (1997). Metacognition: An overview. http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm

Lynch, T., & Mendelsohn, D. (2020). Listening. In N. Schmitt, & M. P. H. Rodgers (Eds.), An introduction to Applied Linguistics (pp. 223–239), New York, NY: Routledge.

Maftoon, P., & Fakhri Alamdari, E. (2020). Exploring the effect of metacognitive strategy instruction on metacognitive awareness and listening performance through a process-based approach. International Journal of Listening, 34(1), 1–20.

Mahdavi, N., & Miri, M. (2017). Co-shaping metacognitive awareness and developing listening comprehension through process-based instruction. International Journal of Listening, 33(1), 53–70.

Moll, L. C. (2001). Through the mediation of others: Vygotskian research on teaching. In V. Richardson (Ed.), Handbook of research on teaching (pp. 111–129). Washington, DC: American Educational Research Association.

Renandya, W. A., & Hu, G. (2018). L2 listening in China: An examination of current practice. In A. Burns, & J. Siegel (Eds.), International perspectives on teaching the four skills in ELT (pp. 37–50). Cham, Switzerland: Palgrave Macmillan.

Richards, J. C. (2009). Teaching listening and speaking. Cambridge, England: Cambridge University Press.

Santos, D. & Graham, S. (2018). What teachers say about listening and its pedagogy: A comparison between two countries. In A. Burns, & J. Siegel (Eds.), International perspectives on teaching the four skills in ELT (pp. 21–35). Cham, Switzerland: Palgrave Macmillan.

Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431–449.

Swain, M., Brooks, L., & Tocalli-Beller, A. (2002). Peer-peer dialogue as a means of second language learning. Annual Review of Applied Linguistics, 22, 171–185.

Tanewong, S. (2018). Metacognitive pedagogical sequence for less-proficient Thai EFL listeners: A comparative investigation. RELC Journal, 50(1), 86–103.

Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language student. Language Learning, 53(3), 463–496.

Vandergrift, L. (2004). Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24, 3–25.

Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. New York, NY: Rutledge.

Vandergrift, L., & Tafaghodtari, H. M. (2010). Teaching L2 students how to listen does make a difference: An empirical study. Language Learning, 60(2), 470–497.

Vandergrift, L., Goh, C., Mareschal, C., & Tafaghodatari, M. H. (2006). The metacognitive awareness listening questionnaire (MALQ): Development and validation. Language Learning, 56(3), 431–462.

Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3–14.

Wallace, M. P. (2020). Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory, and attention. Language Learning, 72(1), 5–40.

Wells, G. (2002). Learning and teaching for understanding: The key role of collaborative knowledge building. Social Constructivist Teaching, 9, 1–41.

Wenden, A. (1991). Learner strategies for learner autonomy. New York, NY: Prentice-Hall.