اخبار و اعلانات
آمار
| تعداد نشریات | 19 |
| تعداد شماره‌ها | 380 |
| تعداد مقالات | 3,132 |
| تعداد مشاهده مقاله | 4,252,866 |
| تعداد دریافت فایل اصل مقاله | 2,846,879 |
پیشرفت تحصیلی و راهبردهای خودتنظیمی در یادگیری زبان فارسی به عنوان زبان دوم | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 3، دوره 8، شماره 2 - شماره پیاپی 18، مهر 1398، صفحه 3-20 اصل مقاله (637.29 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2019.9009.1382 | ||
| نویسندگان | ||
| جلال رحیمیان1؛ زهره صدیقی فر* 2 | ||
| 1استاد گروه زبانشناسی، دانشگاه شیراز. | ||
| 2نویسنده ی مسئول، مربیِ گروه آموزش زبان فارسی، دانشگاه بینالمللی امام خمینی(ره) | ||
| تاریخ دریافت: 13 تیر 1397، تاریخ بازنگری: 05 مرداد 1397، تاریخ پذیرش: 07 شهریور 1397 | ||
| چکیده | ||
| پژوهش حاضر با هدف بررسی تأثیر بهکارگیری راهبردهای یادگیری خودتنظیمی بر پیشرفت تحصیلی فارسیآموزان عربیزبان انجام شد. از یادگیری خودتنظیمی، بهعنوان فرایندی فعال و خودرهنمون یاد شده است که یادگیرنده توسط آن، عوامل شناختی، انگیزشی، محیطی و رفتاری خود را در راستای نیل به اهداف یادگیریاش کنترل کرده و با یکدیگر تنظیم و هماهنگ میکند. این پژوهش به شیوهی توصیفی انجام شد و نمونهی آماری آن 45 فارسیآموز زن و مرد از مرکز زبان فارسی دانشگاه بینالمللی امام خمینی(ره) قزوین بودند که به روش نمونهگیری تصادفی انتخاب شدند. از پرسشنامهی راهبردهای یادگیری خودتنظیمی پینتریچ و دیگروت (1990) بهعنوان ابزار گردآوری دادهها استفاده شد و معدل تحصیلی حاصل از آزمونهای هماهنگ چهار مهارتی زبان فارسی سال تحصیلی 96-97 بهعنوان شاخصهی پیشرفت تحصیلی در نظر گرفته شد. پس از پاسخگویی فارسیآموزان به پرسشنامه، دادههای حاصل از آن بهوسیلهی آزمونهای آماری ضریب همبستگی پیرسون، آزمون تیدو جامعهی مستقل و رگرسیون چندگانه به روش گامبهگام با استفاده از نرمافزار اس.پی.اس.اس مورد تجزیه و تحلیل قرار گرفت. نتایج پژوهش نشان داد در یادگیری فارسی بهعنوان زبان دوم، خودتنظیمی، خودکارآمدی و ارزشگذاری درونی با موفقیت تحصیلی، دارای همبستگی مثبت معنادار و اضطراب امتحان با موفقیت تحصیلی دارای همبستگی منفی معنادار میباشد. همچنین در این پژوهش مشاهده گردید، تفاوت معنیداری بین فارسیآموزان مرد و زن در بهکارگیری راهبردهای خودتنظیمی وجود ندارد و راهبردهای شناختی، بهصورت مثبت و اضطراب امتحان بهصورت منفی پیشبینیکنندههای مطلوب و معنیدار موفقیت تحصیلی فارسیآموزان هستند. در پایان پیشنهاداتی به مدرسان زبان فارسی جهت توجه فارسیآموزان به استفاده از راهبردهای یادگیری خودتنظیمی ارائه گردیده است. | ||
| کلیدواژه‌ها | ||
| راهبردهای یادگیری خودتنظیمی؛ پیشرفت تحصیلی؛ فارسی به عنوان زبان دوم | ||
| عنوان مقاله [English] | ||
| Academic Achievement and Self-Regulation Strategies For Learning Persian as a Second Language | ||
| نویسندگان [English] | ||
| jalal rahimian1؛ Zohreh Sedighifar2 | ||
| 1Professor, Department of Foreign Languages and Linguistics, Shiraz University, Shiaraz, Iran. | ||
| 2Corresponding Author, Lecturer, Department of Teaching Persian Language to non-Persian Speakers, Imam Khomeini International University, Qazvin, Iran. | ||
| چکیده [English] | ||
| The purpose of this study was to investigate the effect of using self-regulation learning strategies on Arab Persian language learners' academic achievement. This study was descriptive and 45 male and female students from the Persian language center of Imam Khomeini International University were selected as participants through random sampling. The Pintrich and De Groot’s Self-Regulation Learning Strategies Inventory (1990) was used as a tool for data collection. The learners’ grade point averages on a four-skill coordinated test of Persian language in the academic year 2017-18 were considered as indicators of academic achievement. After filling out the questionnaire, the data were analyzed by means of Pearson correlation coefficient test, t-test of two independent samples, and a stepwise multiple regression. The results of this study showed that, in learning Persian language as a second language, there is a significant positive correlation between self-regulation, self-efficacy and internal evaluation and academic achievement. Between test anxiety and academic success, a significant negative correlation was observed. Also, in this study, there was no significant difference between male and female learners in applying self-regulation strategies. Cognitive strategies positively, and test anxiety negatively predicted the academic achievement of Persian learners. At the end, suggestions were offered for Persian language instructors to have their students attend to the use of self-regulation learning strategies. Extended Abstract In the area of academic achievement, one of the most influential theories of learning is the theory of learning strategies. According to (Omalley & Chamot, 1990), learning strategies are skills that are first acquired as declarative knowledge and eventually become highly procedural knowledge through practice. Different researchers have classified strategic learning in different classifications (Griffiths, 2008). Zimmerman (2015) provided a broader classification of self-regulated strategies according to an active process which involves thoughts, emotions, and spontaneous behaviors and guides one towards the goals he or she has set for himself. Therefore, self-regulated learners are introduced as individuals who contribute to their learning. In the past few years, non-Persian speakers of different L1 backgrounds have been learning Farsi, and many centers within Iran have been entrusted with teaching Persian as a second language. Therefore, the role of influencing factors on improving Persian learning process and efficient learning is of great importance. Considering the background of the studies and the importance of self-regulation skills as an effective factor in appropriate and effective learning on the one hand and the importance of academic achievement on the other hand, research has been conducted in English and other languages. The impact of applying self-regulated learning strategies on the success rate of non-Iranian students, no reliable research has been conducted to date. Therefore, it seems necessary to examine the impact of such learning strategies on the success rate of non-Iranian students who are learning Farsi as a second language. Therefore, the present study sought to discover the relationship between the use of self-regulated learning strategies and the academic achievement of non-Iranian Persian-speaking students by using the results obtained in Persian as a second language to improve their learning and academic achievement. With this aim in mind the following hypotheses were considered: 1. There is a significant relationship between the use of self-regulated learning strategies and academic achievement of Arab Persian language learners. 2. There is a significant relationship between the use of motivational beliefs (self-efficacy, intrinsic evaluation, and anxiety) and academic achievement of non-Iranian Persian learners. 3. There is a significant relationship between gender and the use of self-regulated learning strategies. 4. The contribution of each of the self-regulation strategies and motivational beliefs to the prediction of Persian language learners’ academic achievement is different. The purpose of this study was to investigate the effect of using self-regulation learning strategies on Persian language learners' academic achievement. This study was descriptive and 45 male and female Persian language learners studying at Imam Khomeini International University were selected as participants through random sampling. The Pintrich and De Groot’s Self-Regulation Learning Strategies Inventory (1990) was used as a tool for data collection. The learners’ grade point averages on a four-skill coordinated test of Persian language in the academic year 2017-18 were considered as indicators of academic achievement. After answering the Farsi version of the questionnaire, the data were analyzed by means of Pearson correlation coefficient test, t-test of two independent samples, and stepwise multiple regression. The results of this study showed that in learning Persian as a second language, there is a significant positive correlation between self-regulation, self-efficacy and internal evaluation and academic success. Between test anxiety and academic success, a significant negative correlation was observed. Also, in this study, there was no significant difference between male and female learners in applying self-regulation strategies. According to the results, in teaching Persian as a second language, teachers should not only pay attention to what is to be taught, but also how and how to learn it. Planners and authors of Persian language teaching books to non-speakers can adjust their educational content according to the principles of self-regulation learning strategies so that teaching through these strategies makes learning more efficient and lasting. Teachers can also get acquainted with this type of learning by holding science courses. Studies show that when using self-regulated learning, 80% of classroom activities are done by the learners and only 20% by the teacher. Therefore, teachers should manage the classroom so that the learners can self-organize and manage most of the activities and hold themselves responsible for their own learning. As a suggestion for future research, it may be worthwhile to study Farsi acquisition by non-Arabic-speaking nationalities in the context of self-regulated learning and compare the results with the research results of this study. On the other hand, the study of the effect of teaching self-regulated learning strategies on the development of Persian language as a second language can also be the subject of future research. | ||
| کلیدواژه‌ها [English] | ||
| self-regulation learning strategies, academic achievement, Persian as second language | ||
| مراجع | ||
|
امینی زرار، محمد. (1387). رابطهی راهبردهای یادگیری خودتنظیمی و باورهای انگیزشی تحصیلی دانشآموزان. فصلنامه اندیشههای نوین تربیتی، 4 (4)، صص: 136-123. دلاور، علی، اسماعیلی، نیلوفر، حسنوندی، صبا و حسنوندی، باقر. (1394). بررسی رابطهی بین راهبردهای یادگیری خودتنظیمی و انواع جهت‌گیری هدف با پیشرفت تحصیلی دانشآموزان. فصلنامه روانشناسی تربیتی، دورهی 11، شمارهی 36 : صص: 59-78. سیف، علیاکبر. (1387). روانشناسی پرورشی نوین؛ روانشناسی یادگیری و آموزش، تهران، نشر دوران. سیف، علیاکبر (1380). روانشناسی یادگیری و آموزشی، چاپ هشتم، تهران: انتشارات آگاه. شیردل، خیرالنسا، میرزاییان، بهرام و حسنزاده، رمضان. (1392). رابطهی راهبردهای یادگیری خودتنظیمی و انگیزش پیشرفت دانشآموزان دورهسی متوسطه. پژوهش در برنامهریزی درسی. دورهی 10 ، شمارهی 9 (پیاپی 36)، صص: 112-99 . صمدی، معصومه. (1387). بررسی تأثیر فوری و تداومی آموزش راهبردهای خودتنظیمی بر خودتنظیم‌گری و حل مسئله‌ی ریاضی. فصلنامهی نوآوری‌های آموزشی، شمارهی27، دورهی 7، صص: 137-100. طباطبایی، سمانه سادات، بنیجمالی، شکوه سادات، احدی، حسن، خامسان، احمد. (1391). تأثیر آموزش راهبردهای یادگیری خودتنظیمی بر پیشرفت تحصیلی و اضطراب دانشجویان روانشناسی دانشگاه آزاد اسلامی بیرجند. مراقبتهای نوین. شمارهی 4، (پیاپی 36)، صص: 45-27. کدیور، پروین. (1380). روانشناسی تربیتی. انتشارت سمت. تهران. وکیلیفرد، امیررضا. خالقیزاده، شراره. (1391). رابطه جنسیت و به کارگیری راهبردهای یادگیری زبان فارسی بهعنوان زبان دوم. پژوهشنامهی آموزش زبان فارسی به غیرفارسیزبانان. دورهی 1، شمارهی 1، صص: 59-25. References: Aksan, N. (2009). A descriptive study: Epistemological beliefs and self- regulated learning. Journal of Procedia and Behavioral Sciences, 1, 896- 909. Bandura, A. (1986). Social foundation of thought & action. Englewood Cliffs, NJ: Precentic Hall. Bembenutty, H. (2008). Self-Regulation of Learning and Academic Delay of Grafication: Gender and Ethnic Difference among College students. Journal of advanced academics, v 18 n4 p.586-616. Berry,C. A. (1992). Pervious Learning Experiences Strategy Beliefs and task Definition in self Regulated.Foreign Language Learning Contemporary Educational Psychology. 18, 318- 366. Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on self-regulation and performance among college students. British Journal of EducationalPsychology, 65, 317-329. Cole, J., Logan, T. K., & Walker, R. (2011). Social exclusion, personal control, self- regulation, and stress among substance Abuse Treatment clients. Drug and Alcohol Dependence, 113, 13- 20. De Houwer, J., Barnes-Holmes, D., & Moors, A. (2013). What is learning? On the nature and merits of a functional definition of learning, Psychon Bull Rev, Psychonomic Society, Inc. Faerch, C. & Kasper, G. (Eds.). (1983). Strategies in interlanguage communication .London: Longman. Fazeli, S. H. (2012). Use of Metacognitive English Language Learning Strategies Based on Personality Traits. Theory and Practice in Language Studies. Vol. 2.3 ,531- 539. Gardner, R. C. (1985). Social psychology & second Language learning: The role of attitude & motivation. London,GB: Edward Arnold. Gerami, M. H., & Madani Ghareh Baighlou, Sh. (2011), Language Learning Strategies Used by Successful and Unsuccessful Iranian EFL.Procedia and Social and Behavioral Sciences. 29, 1567- 1576. Goudas, M., Kolovelonis, A., & Dermitzaki, I. (2010).The effect of different goals self-recording on self-regulation of learning a motor skill in a physical education setting. Jounal of Learning andInstruction, 10, 1-10. Griffiths, c. (2008).Strategies and good language learners.Cambridge university press.83-98. Kadivar, P. (2001). Educational Psycology, Qom: Samt press. [In Persian] Keith, N. & Frese, M. (2005). Self-regulation in error management training: Emotion control and metacognition as mediators of performance effects. Journal of AppliedPsychology, 90, 677–691. Meshkat, M. & Shaabani, M. (2014). The Effect of Self Regulatory Strategies of Time Management and Effort Regulation on Learning English as a Foreign Languages. Foreign Language Research Journal.Vol. 3, 1, 135-153. Mettler, G. (1994).Cognitive basis for teaching cance travel.Journal of visual Impairment and blindness, 19,(45) 33. O`Malley, J. M. & Chamot, A. U. (1990). Learning Strategies in second languageacquisition. Cambridge: CUP. Oxford, R. L. (1990). Language learning strategies: What every teacher should know Boston, MA:Heinle and Heilnle. Panahandeha, E. & Esfandiari Asl, S. (2014). The Effect of Planning and Monitoring as Metacognitive Strategies on Iranian EFL Learners' Argumentative Writing Accuracy, Procedia Social and Behavioral Sciences (98) : 1409 – 1416/ Available online at www.sciencedirect.com Phan, H. P. (2010). Critical thinking as a self- regulatory process component in teaching and learning.Psicothema, 22(2), 284- 920. Pintrich, P. R. & De Groot, E. V. (1990).Motivational and Self-regulated learning components of classroom academic performance.Journal of Educational Psychology, 82(1), 33-40. Saif, A. A. (2001). Educational Pycology: Psycology of Learning and Instruction., Tehran: Agah Press.[In Persian] Saif, A. A. (2009).Modern Educational Psycology. Tehran: Douran press. [In Persian] Samadi, M. (2009).Ivestigating the Immediate and Sustainable Effectiveness of Self-Regulation Strategies Instruction on Self-Regulatory Strategies and Math Problem Solving Ability.Quarterly Journal of Educational Innovation, Vol. 7,27. 100-137. [In Persian] Santrock, J. W. (2004). Educational Psychology.(3rd Ed.) New York: McGraw- Hill. Schmitz, B. & Wiese, B. S. (2006). “New perspectives for the evaluation of training sessions in self- regulated learning: time- series analyses of diary data”. Journal of contempory Educational psychology. Vol. 31: 64-96. Shirdel, Kh., Mirzaian, B., & Hasanzadeh, R. (2013). Relationship Between Self- Regulated Learning Strategies And Achievement Motivation of High School Students. Journal of Curriculum Planning, Vol. 10, 36. 99-112. [In Persian] Tabatabaee, S., Banijamal, SH., Ahadi, H. & Khamesan, A. (2013). Effects of Teaching Self Regulatory Learning Strategies on Academic Achievement and Anxiety of psycology Student at ihe Islamic Azad University of Birjand. Modern Care Journal, Vol. 9, 4. 304-292. [In Persian] Usher, E. L. & Pajares, F. (2014). Sources of Self efficacy in mathematics :A validation study. Journal of Contemporary Educational Psychology, issues: 1, vol. 34. 89–101. Vakilifard, A. R. & Khaleghizade, Sh. (2012). Relation Between Gender and Using Learning Strategies for Persian Language as a Second Language. Journal of Teaching Persian to Speakers of other Languages.Vol. 1. 1. 25-59. Zimmerman, B. J. & Martinez-Pons, M. (1986).Development of a structured interview for assessing student use of self-regulated learning strategies.American Educational Research Journal, 23, 614 - 628. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning.Journal of Educational Psychology, 81(3), 329-339. Zimmerman, B. J. (2003). Self- regulated academic learning and achievement: the emergence, of a social Cognitive perspective Educational Psychology review, 2.173-120. Zimmerman, B. J. (2015). Self- regulated learning: Theories, Measures, and outcomes, University of New York, NY, USA.
| ||
|
آمار تعداد مشاهده مقاله: 1,759 تعداد دریافت فایل اصل مقاله: 873 |
||