پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 158 |
| تعداد شماره‌ها | 6,230 |
| تعداد مقالات | 67,755 |
| تعداد مشاهده مقاله | 115,104,611 |
| تعداد دریافت فایل اصل مقاله | 89,857,155 |
نگاهی دیگر به توسعۀ پرسشنامه راهبردهای نگارش: کاربردی از پروتکول تفکر گویا | ||
| پژوهشهای زبانشناختی در زبانهای خارجی | ||
| مقاله 3، دوره 8، شماره 1، فروردین 1397، صفحه 57-82 اصل مقاله (292.58 K) | ||
| نوع مقاله: علمی پژوهشی(عادی) | ||
| شناسه دیجیتال (DOI): 10.22059/jflr.2017.242225.397 | ||
| نویسندگان | ||
| معصومه بمانی* ؛ زهرا ظهوریان | ||
| گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد مشهد، مشهد، ایران | ||
| چکیده | ||
| هدف از این مطالعه‌ی دو مرحله‌ای با روش ترکیبی اکتشافی این بود تا به ساخت پرسشنامه ای مناسب جهت اندازه گیری راهبردهای نگارش بپردازد. بدین منظور ،ابتدا راهبردهای نگارش به کار گرفته توسط پنج تن از دانشجویان ممتاز کارشناسی ارشد رشته‌ی آموزش زبان انگلیسی از طریق تکنیک تفکر گویا استخراج شدند. سپس، بر آن اساس، پرسشنامه ای 52 سؤالی توسط محققین ساخته و در میان نمونه ای 100 نفری پایلوت و پویایی آن محاسبه شد (α=0.85) که می توان آن را به عنوان شاهد همبستگی برای روایی سازه‌ی پرسشنامه نیز در نظر گرفت. در مرحله دوم، همان پرسشنامه به نمونه ای 60 نفری از همان دانشجویان ارشد آموزش زبان انگلیسی داده شد. نتایج این مطالعه نشان دهنده‌ی همبستگی مثبت و معنا دار (49.=r) بین نمرات دانشجویان در درس نگارش پیشرفته و راهبردهای بکارگرفته توسط آنان بود. نتایج نشان داد که دانشجویانی که درک بهتری از راهبردهای فراشناختی دارند در نگارش به زبان انگلیسی موفق ترند. بنابراین، فرآیند شناختی مهارت نگارش با بکارگیری راهبرد‌هایی با همان ماهیت تقویت می شود. | ||
| کلیدواژه‌ها | ||
| ساخت پرسشنامه؛ پروتکل تفکر گویا؛ کیفیت نگارش؛ راهبردهای نگارش؛ آموزش زبان آنگلیسی | ||
| عنوان مقاله [English] | ||
| Another look at developing writing strategies questionnaire: The use of think-aloud protocol | ||
| نویسندگان [English] | ||
| Ma'ssoumeh Bemani Naeini؛ Zahra Zohoorian | ||
| English Department, Faculty of Foreign Languages, Mashhad Branch, Islamic Azad University, Mashhad, Iran | ||
| چکیده [English] | ||
| This two-phase, exploratory mixed methods study aimed at first developing a questionnaire, then investigating the relation between writing ability and writing strategy use. To this end, a think-aloud protocol was used to elicit the themes from five high achievers MA TEFL students’ writing strategies. Then, the developed 52-item questionnaire was administered to a sample of 100 Iranian EFL learners to pilot its validity. Next, having gained confidence in its reliability (α=0.85) and construct validity, the questionnaire was distributed among a sample of 60 MA students from the same target population, both male and female, ranging in age from 25 to 30 years old. The results suggested a positive correlation between students' scores in their advanced writing course and their strategies used (r = 0.49). The results revealed that students with a better understanding of metacognitive strategies could obtain better results. Thus, the findings account for the fact that being a cognitive process itself, writing skill can be boosted provided that the strategies of the same nature are reinforced and practiced. | ||
| کلیدواژه‌ها [English] | ||
| Strategy questionnaire development, Think-aloud protocol, Writing achievement, Writing strategies, TEFL | ||
| مراجع | ||
|
Abdulla, A. A. M. (2014). The role of language learning strategies (LLS) and the effect of different individuals in learning target or second language. International Journal of Language and Linguistics, 2(3), 197-202. Alhaisoni, E. (2012). A think-aloud protocols investigation of Saudi English-major students' writing revision strategies in L1 (Arabic) and L2. English Language Teaching, 5(9), 144-154. Alkhatani, M. (2016). Use of think-aloud protocols: investigating the writing habits of Saudi EFL/ESL learners. International Journal of Linguistics, 8(4), 1-6. Bremner. S. (1999). Language learning strategies and language proficiency: Investigating the relationship in Hong Kong. Canadian Modern Language Review, 55(4), 490–514. Buchingham, L. (2016). Doing a research project in English studies. London: Routledge, Taylor and Francis. Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22(1), 13-24. Chien, Sh. (2012). Students' use of writing strategies and their English writing achievements in Taiwan. Asia Pacific Journal of Education, 32, 93-112. Cohen, A. D. (2011). Strategies in learning and using a second language. London: Routledge, Taylor & Francis. Cohen, A. D. (1990). Language learning: Insights for learners, teachers and researchers. Boston: Heinle. Cohen, A.D. (1996). Second language learning and use of strategies: Clarifying the issues. Washington, DC: Department of Education. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum. Edward, A. C. (2005). The writing process of college students with and without learning analysis disabilities: A protocol analysis. University of Maryland Press. Ehrman, M.L., & Oxford, R.L. (1990). Adult language learning styles and strategies in an intensive training setting. Modern Language Journal, 74(3), 311–327. Ericsson, K. A. (2002). Toward a procedure for eliciting verbal expression of nonverbal experience without reactivity: Interpreting the verbal overshadowing effect within the theoretical framework for protocol analysis. Applied Cognitive Psychology, 16, 981–987. Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press. Ferris, D. (2001). Teaching writing for academic purposes. In J. Flowerdew and M. Peacock (Eds.), Research perspectives on English for academic purposes (pp. 298-314).Cambridge: Cambridge University Press. Glasgow, N. A. & Farrell, T. S. C. (2007). What successful literacy teachers do. CA: Corwin Press. Griffiths, C. (2003). Patterns of language learning strategy use. System, 31, 367-383. Hardan, A. A. (2013). Language learning strategies: A general overview. Procedia Social and Behavioral Sciences, 106, 1712-1726. Hedge, T. (1988). Writing. Oxford University Press. Hismanoglu, M. (2000). Language learning strategies in foreign language learning and teaching. The Internet TESL Journal, 6(8). Retrieved from ttp://iteslj.org/Articles/Hismanoglu-Strategies.html Hyland, K. (2003). Second language writing. New York: Cambridge University Press. Johnson, B. & Christensen, L. (2014). Educational research: quantitative, qualitative, and mixed approaches. London: Sage. Khezrlou, S. (2012). Cognitive strategy training: Improving reading comprehension in the language classroom. The Journal of Teaching Language Skills (JTLS), 3(4), 77-98. Littlewood, W. (2013). Self-access: Why do we want it and what can it do? In P. Benson, & P. Voller (Eds). Autonomy and independence in language learning (pp. 79-97). New York: Routledge, Taylor & Francis. Mayer, R. E. (2011). Applying the science of learning. Boston: Pearson. Motallebzadeh, Kh. & Mamdoohi, N. (2011). Language learning strategies: A key factor to improvement of TOEFL candidates’ reading comprehension ability. International Journal of Linguistics, 3(1), 1-10. Nordin, Sh. & Mohammad, N. (2017). The best of two approaches: Process/genre based approach to teaching writing. The English Teacher, 35, 75-85. Nunan, D. (1991). Language Teaching Methodology. Hemel Hempstead: Prentice. O’Malley, J. M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. UK: Cambridge University Press. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House. Oxford, R. L. (2003). Language learning styles and strategies: An overview. Oxford: Oxford University Press. Oxford, R. L. (2011). Teaching and researching language learning strategies. UK: Pearson, Longman. Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context. New York: Routledge, Taylor & Francis. Pallant, J. (2013). SPSS survival manual. Berkshir, UK: Open University Press. Pine, G. J. (2009). Teacher action research: Building knowledge democracies. London: Sage, Taylor & Francis. Raimes, A. (1983). Techniques in teaching writing. Oxford University Press. Riazi, A. & Rahimi. M. (2005). Iranian EFL learners’ pattern of language learning strategy use. Journal of Asia TEFL, 2(1), 103–129. Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9, 41–51. Sahebkheir, F. & Davatgari Asl, H. (2014). The role of think-aloud protocols on developing Iranian EFL learners’ written performance. Indian Journal of Fundamental and Applied Life Sciences, 4 (S3), 1-7. Talapngoen, S. & Deerajviset, P. (2017). EFL students’ use of writing strategies via think aloud protocol. International Journal of Humanities and Management Sciences, 5(1), 51-54. Tarone, E. (1983). Some thoughts on the notion of communication strategy. In C. Faerch & G. Kasper (Eds.), Strategies in interlanguage communication (pp. 61-74). London: Longman. Trapsilo, P. (2016). A think-aloud protocol as a cognitive strategy to increase students’ writing narrative skill at EFL classroom. Premise: Journal of English education, 5(1), 130-139. Wenden, A. L. & Rubin, J. (1987). Learner strategies in language learning. London: Prentice-Hall International. Yoshimura, F. (2010). Treatment of errors in an EFL writing course. In A. M. Stoke (Ed.). JALT 2009 Conference Proceedings (pp. 672-682). Tokyo: JALT. Zamel, Z. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16, 195-209. | ||
|
آمار تعداد مشاهده مقاله: 383 تعداد دریافت فایل اصل مقاله: 353 |
||