The Comparative Effect of Using Listening Strategies on Reflective and Impulsive Visually Impaired Learners’ Listening Comprehension

محورهای موضوعی : language teaching

فروزان بیرانوند ¹ (Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran)
بهدخت مال امیری ² (Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran)

تاریخ دریافت : 1397/04/10 تاریخ پذیرش : 1397/04/10 تاریخ انتشار : 1397/05/10

کلید واژه: Listening comprehension, Listening strategies, impulsive learner, reflective learner, visually impaired,

چکیده مقاله :

This study aimed to compare the effect of listening strategies, namely, metacognitive, cognitive and social/affective strategies, on impulsive and reflective visually impaired EFL learners’ (VILs) listening comprehension. The participants of the study were 58 male and female VILs at pre-intermediate level within the age range of 12-18 in the west of Iran, Khorram Abad. These participants were selected non-randomly from among 10 different classes available to the researcher. To select the participants, the researcher talked to learners of these 10 classes and sought the consent of 58 learners to take part in the study. The Preliminary English Test (PET) pre-piloted on 30 students with almost similar characteristics to the target sample was administered to 72 students for selecting a homogenized group of participants. Then, 58 students were selected. Afterwards, the researcher administered the Personality Questionnaire developed by Eysenck (1975) to categorize them into two experimental groups of impulsive and reflective. Furthermore, the researcher made sure that the two groups were homogeneous regarding their listening comprehension prior to the start of the treatment. In this study, both experimental groups practiced listening comprehension through listening strategies, namely, metacognitive, cognitive and social/affective strategies. The listening section of the PET test was administered as the posttest at the end of the treatment to both groups and their mean scores on the tests were compared through Independent Samples t-test. The results of statistical analyses led to the rejection of null hypothesis with the conclusion that the reflective learners significantly outperformed the impulsive students on the posttest of listening comprehension.

چکیده انگلیسی:

این مطالعه با هدف  مقایسه تاثیر استراتژی های شنیداری  از جمله  فراشناختی، شناختی و اجتماعی / عاطفی  بر روی درک شنیداری زبان آموزانی با سبک یادگیری  تکانشی و انعکاسی با آسیب بینایی می باشد.شرکت کنندگان در این مطالعه  58زبان آموز پسر و دختر با آسیب بینایی با سطح پیش متوسط با گروه سنی 12-20 در غرب ایران ، خرم آباد بودند. این شرکت کنندگان به صورت غیر تصادفی از میان 10 کلاس مختلف  در دسترس محقق انتخاب شدند. به منظور انتخاب شرکت کنندگان، محقق با یادگیرندگان  این 10 کلاس صحبت کرد وتوافق 58 زبان آموز برای شرکت در مطالعه را بدست آورد.تست  PETروی 30 دانش آموز با ویژگی های مشابه گروه هدف اجرا شد، سپس  تست روی 72 زبان آموز برای همگن کردن شرکت کنندگان اجرا شد.در ادامه 58 دانش آموز انتخاب شدند.سپس  منظور تقسیم شرکت کنندگان بر اساس کارایی آنها  به دو گروه تکانشی و انعکاسی محقق پرسشنامه Personality Questionnaire Eysenck (1975)   سه گزینه ای را اجرا کرد و شرکت کنندگان در دو گروه آزمایشی  تکانشی و انعکاسی  تعیین شدند. علاوه بر این محقق مطمئن شد که شرکت کنندگان این دو گروه از لحاظ درک شنیداری قبل از شروع تریتمنت همگن شده اند. در این مطالعه هر دو گروه آزمایشی درک شنیداری از طریق استراتژی های شنیداری فراشناختی، شناختی و اجتماعی / عاطفی تمرین کردند.بخش شنیداری آزمون PET به عنوان  پست تست در پایان تریتمنت درهر دو گروه اجرا شد و نمرات میانگین آنها روی تست ها از طریق آزمون-t مقایسه شد. نتایج تحلیل آماری منجر به رد فرضیه صفر با این نتیجه که یادگیرندگان گروه انعکاسی، در زمینه درک شنیداری درمقایسه با یادگیرندگان گروه آزمایشی تکانشی عملکرد بهتری داشتند.

منابع و مأخذ:

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