نوع مقاله : مقاله پژوهشی
نویسنده
استادیار، گروه مترجمی زبان، موسسه آموزش عالی طلوع مهر، قم، ایران
چکیده
خود-تنظیمی آکادمیک فرایندی است که در آن زبانآموزان از بازخورد شناختی، عاطفی، رفتاری و انگیزشی برای تنظیم یا اصلاح رفتارها و راهبردها برای دستیابی به هدفهای خود استفاده میکنند. به این ترتیب، یادگیری خود-تنظیمیافته فرایندی در تعیین اهداف، برنامهریزی راهبردی، انتخاب و استفاده از راهبردها، نظارت بر کارامدی فرد و ارزیابی خویش است. بر این مبنا، این پژوهش به تأثیر آموزش خود-تنظیمی بر اساس راهبرد تفکر قبل، حین و بعد خواندن از طریق توسعه راهبرد خود-تنظیم یافته بر خود-تنظیمی فراگیران انگلیسی سطح متوسط در خواندن انگلیسی به عنوان زبان دوم متنهای توضیحی میپردازد. توسعه راهبرد خود-تنظیمیافته، برای راهبرد تفکر قبل و حین و بعد خواندن در جلسههای خواندن زبان انگلیسی به عنوان زبان دوم گروه آزمایشی دستنخورده پیادهسازی شد، ولی به گروه کنترل دستنخورده آموزش معمول خواندن زبان انگلیسی به عنوان زبان دوم داده شد، با این هدف که آنها متون را بخوانند و به سؤالهای درک مطلب آن پاسخ دهند. دادههای خود-تنظیمی با استفاده از پرسشنامه پارامتری راهبردهای انگیزشی تنظیمشده برای یادگیری قبل و بعد از آموزش گردآوری شد. تحلیل کوواریانس یکطرفه نشانداد که آموزش خود-تنظیمی مبتنی بر راهبرد تفکر قبل و حین و بعد خواندن از طریق رشد راهبرد خود-تنظیمیافته میتواند مهارت خواندن خود-تنظیمی زبانآموزان را تقویتکند. این یافتهها میتواند معلمان را ترغیب کند که در آموزش زبان انگلیسی به زبان آموزان در رشد راهبرد خود-تنظیمی برای راهبرد تفکر قبل و حین و بعد خواندن و کسب توانایی خود-تنظیمی فرایند خواندن زبان انگلیسی کمک کنند.
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