نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه مترجمی زبان انگلیسی، موسسۀ آموزش عالی طلوع مهر، قم، ایران
2 دانشیار گروه زبان انگلیسی، دانشگاه تربیت دبیر شهید رجایی
چکیده
هدف این پژوهش پاسخ به این سوال است که آیا راهبردهای شناختی و فراشناختی خودنظم‌بخشی می‌تواند توانایی بازیابی نوشتاری واژگان را در زبان‌آموزان انگلیسی به‌عنوان زبان خارجی پیش‌بینی کند یا خیر. شرکت‌کنندگان در این پژوهش،93 زبان‌آموز ایرانی با سطح زبانی متوسط بودند و این مطالعه برمبنای مدل یادگیری خودنظم‌یافتۀ پینتریچ انجام شد. در این مدل، خودنظم‌بخشی شامل عوامل شناختی، فراشناختی، انگیزشی، عاطفی، محیطی و اجتماعی است. داده‌ها از طریق تمرینِ ترجمۀ تولیدی-نوشتاری واژگان (WPTT) و پرسش‌نامۀ خودنظم‌بخشی (MSLQ) جمع‌آوری‌شد. با این حال، صرفاً داده‌های حاصل از مقیاسِ کاربردِ راهبرد یادگیری (شناختی و فراشناختی) آن مورد تحلیل قرار گرفت. تحلیل رگرسیون چندگانه نشان‌داد که هر دو راهبرد شناختی و فراشناختیِ خودنظم‌بخشی می‌توانند به‌طور معناداری توانایی شرکت‌کنندگان را در بازیابی نوشتاری واژگان انگلیسی پیش‌بینی‌کنند، هرچند نقش راهبردهای فراشناختی بیشتر بود. این یافته‌ها می‌تواند به مدرسان زبان انگلیسی به‌عنوان زبان خارجی کمک کند از طریق آموزش صریح راهبردهای شناختی و به‌ویژه فراشناختی به زبان‌آموزان خود، یادگیری، حفظ و بازیابی واژگان را در آنها تقویت کنند.
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