تعداد نشریات | 19 |
تعداد شمارهها | 373 |
تعداد مقالات | 3,062 |
تعداد مشاهده مقاله | 4,147,345 |
تعداد دریافت فایل اصل مقاله | 2,767,066 |
Exploring Iranian EFL Learners’ Cognitive Styles and Their Listening Comprehension | ||
Journal of Modern Research in English Language Studies | ||
مقاله 4، دوره 9، شماره 2، تیر 2022، صفحه 77-97 اصل مقاله (967.78 K) | ||
نوع مقاله: research paper | ||
شناسه دیجیتال (DOI): 10.30479/jmrels.2021.14893.1817 | ||
نویسندگان | ||
Lida Habibpour1؛ Leila Dobakhti* 2 | ||
1University of Tabriz | ||
2Faculty of Multimedia, Tabriz Islamic Art University | ||
تاریخ دریافت: 22 دی 1399، تاریخ بازنگری: 14 اردیبهشت 1400، تاریخ پذیرش: 25 اردیبهشت 1400 | ||
چکیده | ||
Research on cognitive styles in the area of listening comprehension is very important and needs to be explored. The present study aimed to investigate the relationship between Iranian EFL learners’ cognitive styles and their listening comprehension. This study sought to explore the extent to which these styles can predict the L2 learners’ performances on tests concerning listening comprehension. To this end, a mixed methods design was utilized to investigate the possible relationship between the aforementioned factors. Some seventy upper-intermediate EFL learners from three language institutes in Iran were asked to complete a questionnaire and then take part in a listening comprehension test in IELTS format after a two-week interval. The questionnaire was drawn from Learning Styles Survey designed by Cohen, Oxford, and Chi (2002). It included ten sections which were used to determine learners’ cognitive styles and their demographic information. The obtained data were analyzed using Spearman Rho’s correlation. The findings indicated that there was a statistically significant correlation between Analytic cognitive style and listening comprehension performance of the participants. It was also found that there was a statistically negative correlation between Global cognitive style of the learners and their listening comprehension. Other cognitive styles including Particular, Synthesizer, Field Dependent, Deductive, Inductive, Impulsive, Field Independent, and Reflective had no statistically significant relationship with listening comprehension. Finally, pedagogical implications for EFL teachers and learners, limitations and suggestions for further study are presented. | ||
کلیدواژهها | ||
Cognitive styles؛ Listening comprehension؛ EFL learners | ||
عنوان مقاله [English] | ||
بررسی سبک های شناختی زبان آموزان ایرانی و مهارت شنیداری آن ها | ||
نویسندگان [English] | ||
لیدا حبیب پور1؛ لیلا دوبختی2 | ||
1University of Tabriz | ||
2دانشگاه هنر اسلامی تبریز | ||
چکیده [English] | ||
تحقیق در مورد سبک های شناختی در حوزه درک شنیداری حائز اهمیت می باشد. هدف از این پژوهش بررسی رابطه بین سبک های شناختی زبان آموزان ایرانی و درک شنیداری آن است. علاوه بر این به میزان تاثیرگزاری هریک از سبک های شناختی بر روی مهارت شنیداری زبان آموزان نیز می پردازد. به همین علت برای بررسی رابطه احتمالی بین این عوامل از طرح چند روشی استفاده کردیم. از هفتاد زبان آموز از یک سطح، بالاتر از متوسط، از سه آموزشگاه زبان در ایران خواسته شد تا یک پرسشنامه پر کنند و بعد از دو هفته در یک آزمون شنیداری که به شکل آزمون آیلتس بود شرکت کنند. پرسشنامه پژوهش در سبک های یادگیری که توسط کوهین، آکسفورد و چی (2002) طراحی شده را مورد استفاده قرار دادیم. این پرسشنامه شامل ده بخش است که سبک های شناختی زبان آموزان را تعیین می کند. داده های به دست آمده به وسیله همبستگی اسپیرمن رو تجزیه و تحلیل شدند. نتایج به دست آمده حاکی از آن است که همبستگی معنا داری بین سبک شناختی تحلیلی و مهارت شنیداری شرکت کنندگان وجود دارد. همچنین طبق نتایج همبستگی بین سبک شناختی سراسری و مهارت شنیداری منفی می باشد. بقیه سبک های شناختی از جمله نکته بین، ترکیب کننده، استقرایی، استنتاجی، هیجانی، فکری، وابسته به زمینه و مستقل از زمینه رابطه معنا داری با مهارت شنیداری ندارند. در نهایت مفاهیم آموزشی برای زبان آموزان و مدرسان، محدودیت ها و پیشنهادات برای تحقیقات مرتبط ارائه شده است. | ||
کلیدواژهها [English] | ||
سبک های شناختی, مهارت شنیداری, زبان آموزان در کشورهای غیر انگلیسی زبان | ||
مراجع | ||
Ahmed, O. N. (2012). The effect of different learning styles on developing writing skills of EFL Saudi learners. British Journal of Arts and Social Science, 5(2), 220-233.
Al-Hajaya, N. (2012). The effect of cognitive learning style-based reading program on the achievement of Jordanian freshmen English majors. Canadian Center of Science and Education, 5(3), 235-246.
Alkubaidi, M. A. (2014). The relationship between Saudi English major university students’ writing performance and their learning style and strategy use. English Language Teaching, 7(4), 83-95.
Amiry, K. K. & Mall-Amiri, B. (2015). The relationship between field independence, reflectivity/impulsivity and reading comprehension ability of Iranian EFL learners. International Journal of Language Learning and Applied Linguistics World, 9(2), 186-199.
Badakhshan, S. (2012). The relationship between emotional intelligence and listening comprehension of Iranian intermediate EFL learners. The Iranian EFL Journal, 8(6), 127-144.
Banisaeid, M. & Hung, J. (2015). Exploring Iranian EFL learners’ perceptual learning styles preferences, language learning strategy uses, and self-regulated learning strategies. International Journal on Studies in English Language and Literature, 3(3), 30-40.
Bazargani, D. T. & Larsari, V. N. (2013). Impulsivity/reflectivity, gender, and performance on multiple choice items. International Journal of Language Learning and Applied Linguistics World, 4(2), 194-208.
Boyles, J. (1984). Factors affecting listening comprehension. ELT journal, 38(1), 34-38.
Brown, H. D. (2000). Principles of language learning & teaching (4th ed.). New York: Pearson Education.
Cassidy, S. (2004). Learning Styles: An overview of theories, models, and measures. Educational Psychology 24(4), 419-444.
Chen, Y. (2007). Learning to learn: The impact of strategy training. ELT Journal 60(1), 21-29.
Chiang, C. (1990). Effects of speech modification, prior knowledge, and listening proficiency on the lecture listening comprehension of Chinese EFL (English as a foreign language) students. Unpublished doctoral dissertation. The Pennsylvania State University, University Park.
Cohen, A. D., Oxford, R. L., & Chi, J. C. (2002). Learning style survey: Assessing your own learning styles. Center for Advanced Research on Language Acquisition.
Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Dowlatabadi, H. & Mehraganfar, M. (2014). The causal correlation between field-dependence/independence cognitive style and vocabulary learning strategies among Iranian EFL learners. International Journal of Latest Research in Science and Technology, 3(4), 97-103.
Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31,313-330.
Erfan, F. (2016). The relationship between Emotional Intelligence and listening proficiency. Unpublished thesis of Master of Arts, Tabriz University.
Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. CUP.
Hasan, A. S. (2000). Learners’ perceptions of listening comprehension problems. Language Culture and Curriculum, 13(2), 137-153.
Hopper, C. H. (2006). Practicing college-learning strategies. Houghton Mifflin Harcourt.
Liu, H. (2008). A study of the interrelationship between listening strategy use, listening proficiency levels, and learning style. ARECLS, 5(4), 84-104.
Mendelsohn, D. (1994). Learning to listen: A strategy-based approach for the second-language learner. Dominie Press.
Mendelsohn, D. & J, Rubin (1995). A guide for the teaching of second language listening (Eds.). Dominie Press.
Naserieh, F. (2013). Perceptual learning style preferences among Iranian graduate students. System, 41(1), 122-133.
Nunan, D. (1996). What’s my style? In Gardner, D. & Miller, L. (Eds.). Tasks for independent language learning. TESOL.
O’Mally, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. CUP.
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L. & Russo, R. P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21-46.
Oxford, R. (1990). Language learning strategies: What every teacher should know. Newbury House.
Putnam, R. T. & Borko, H. (1997). Teacher learning: Implications of new views of cognition. In Biddl, B. J., Good, T. L. & Goodson, I. F. (Eds.), International handbook of teachers and teaching (pp. 1223–96). Kluwer.
Razmjoo, S. A. & Mirzaei, R. (2009). On the relationship between the dimensions of reflectivity/impulsivity as cognitive style and language proficiency among Iranian EFL university students. Unpublished Master dissertation. Islamic Azad University-Bandar Abbas Branch.
Reid, J. M. (1995). Learning styles in the ESL/EFL classroom (Ed.). Heinle & Heinle.
Rivers, W. (1984). What practitioners say about listening: Research implications for the classroom in R. A. Gilman & L. M. Moody. Foreign Language Annals, 17(4), 331-4.
Rost, M. (1990). Listening in language learning. Longman.
Rost, M. (2002). Teaching and researching listening: Applied linguistics in action. Longman.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: OUP.
Taylor, K. L. & Dionne, J. (2000). Accessing problem solving strategy knowledge: The complementary use of concurrent verbal protocols and retrospective debriefing. Journal of Educational Psychology, 92(3), 413-425.
Tiberius, R. (1986). Metaphors underlying the improvement of teaching and learning. British Journal of Educational Technology, 17(2), 144-156.
Ur, P. (1998). Teaching listening comprehension. CUP.
Vandergrift, L. (1997). The comprehension strategies of second language (French) learners: A descriptive study. Foreign Language Annals, 30(3), 387-409.
Willing, K. (1988). Learning styles in adult migrant education. Sydney: Macquarie University. | ||
آمار تعداد مشاهده مقاله: 418 تعداد دریافت فایل اصل مقاله: 436 |