پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 31 |
| تعداد شمارهها | 834 |
| تعداد مقالات | 8,015 |
| تعداد مشاهده مقاله | 14,852,914 |
| تعداد دریافت فایل اصل مقاله | 9,586,822 |
Validation of Motivational Self-regulatory Strategies Questionnaire and Examination of Its Relation to L2 Reading, L2 Writing and Use of Language Learning Strategies | ||
| Iranian Journal of Applied Language Studies | ||
| مقاله 3، دوره 2، شماره 1، مهر 2010، صفحه 31-62 اصل مقاله (255.23 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22111/ijals.2012.60 | ||
| نویسندگان | ||
| Behzad Ghonsooly؛ Majid Elahi Shirvan* | ||
| Ferdowsi University of Mashhad, Iran | ||
| چکیده | ||
| The effect of motivational self-regulatory strategies on L2 learners’ achievement has scarcely been examined within the context of our country, Iran. This study is concerned with examining the relationship between motivational self-regulatory strategies and their L2 reading and L2 writing achievement. It also explores the relationship of motivational self-regulatory strategies and use of language learning strategies among EFL learners. The results of the study indicate that 1. There is a significantly positive relationship of EFL learners’ motivational self-regulatory strategies and both their L2reading and L2 writing achievement; 2. There is a significant and positive relationship between motivational self-regulatory strategies and use of language learning strategies among EFL learners. The results of the interviews are also clearly in line with those of the questionnaires. The findings of these study postulate that EFL teachers should enrich their learners’ motivational self-regulatory to help them sustain their efforts and motivation while performing L2 reading and writing tasks. | ||
| کلیدواژهها | ||
| Validation of Motivational Self-regulatory Strategies Questionnaire and Examination of Its Relation to L2 Reading؛ L2 Writing and Use of Language Learning Strategies | ||
| مراجع | ||
|
Bialystok, E. (1979). “a theoritical model of second language learning”, Language Learning , 28, pp.69-83.
Carson, J. G. and Longhini, A. (2002). “Focusing on learning styles and strategies: Adiary study in an immersion setting”, Language Learning, 52 (2), pp. 401-438.
Carton, A. S. (1971). The Method of Inference in Foreign Language Study, Newyork City: University of Newyork.
Chamot, A., and O’Malley, M. (1987). “The cognitive academic language learning approach: A bridge to the mainstream”, TESOL Quarterly, 21, pp. 227-249.
Ching, L. C. (2002). “Strategy and self-regulations instruction as contributors to improving students’ cognitive model in an ESL program”, English for Specific Purposes, 21 (3), pp. 261-289.
Cohen, A. D., and Aphek, E. (1981). “Easifying second language learning”, Studies in Second Language Acquisition, 3, pp. 221-236.
Cohen, A. D., and Macaro, E. (eds.). (2008). Language Learning Strategies: Thirty Years of Research and Practice, Oxford: Oxford University Press.
Conti, G. (2004). Metacognitive Enhancement and Error Correction: An Investigation in the Impact of Self-monitoring Strategies on L2 Italian Student Writing, Unpublished Doctoral Dissertation: University of Reading, United Kingdom.
Creswell, A. (2000). “Self-monitorring in student writing: Developing learner responsibility”, ELT Journal, 58 (3), pp. 235-244.
Dornyei, Z. (2001). Motivational Strategies in the Language Classroom, Cambridge: Cambridge University Press.
Dornyei, Z. (2002). “The motivational basis of language learning tasks”, in P. Robinson (ed.), Individual Differences in Language Acquisition, Amsterdam: John Benjamins, pp. 137-158.
Dornyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisiton, Mahwah, N.J.:Lawrence Earlbaum.
Dornyei. (2007). Research Methods in Applied Linguistics, Oxford: Oxford University Press.
Dornyei, Z., and Otto, I. (1998). “Motivation in action: A process model of L2 motivation”, Working Papers in Applied Linguistics, 4, pp. 43-69.
Ehrman, M. E., and Oxford, R. (1990). “Adult language learning styles and strategies in an intensive training setting”, Modern Language Journal, 74, pp. 311-327.
Ellis, R. (2008). The Study of Second Language Acquisition (2nd ed.), Oxford: Oxford University Press.
Gardner, R. C., and Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning, Rowly, MA: Newburry House.
Graham, S. (2004). “Giving up on modern foreighn languages? Students’ perceptions of learning French”, Modern Language Journal, 88 (2), pp. 171-191.
Graham, S. and Macaro, E. (2008). “Strategy instruction in listening for lower-intermidate learners of French”, Language Learning, 58 (4), pp. 747-783.
Griffiths, C. (2003). “Patterns of language learning strategy use”, System, 31, pp. 367-383.
Hsiao, T. Y., and Oxford, R. L. (2002). “Comparing theories of language learning Strategies: A comfirmatory factor analysis”, Modern Language Journal, 86 (3), pp. 368-383.
Kohler, D. B. (2002). The Effect of Metacognitive Language Learning Strategy Training on Lower Achieving Second Language Learners, Ph.D.disseratation, Brighan Young University, Provo, UT.
Lawes, S. and Santos, D. (2007). “Taching learning strategies: What do teachers learn?”, Language Learning Journal, 35 (2), pp. 221-237.
Lessard-Cluston, M. (1997). “Language learning strategies: An overview for L2 teachers”, The Internal TESOL Journal, 3, pp. 50-62.
Macaro, E. (2009). “Developments in language leaning strategies”, in V. Cook and L. Wei (eds.), Contemporary Applied Linguistics, London: Continuum International Publishing Group, pp. 10-37.
Macaro, E., and Elder, L. (2007). “Raising the achievement of Young-beginner readers of French through strategy instruction”, Applied Linguistics, 29, pp. 90-119.
Naiman, N., Frolich, M., Stern, H. and Todesko, A. (1978). The Language Learner, Toronto: Ontario Institute for Studies in Education.
O’Malley, J. M. (1990). Learning Strategies in Second Language Acquistion, New York: Cambridge University Press.
O’Malley, J. M. and Chamot, A. (1990). Learning Strategies in Second Language Acquistion, New York: Cambridge University Press.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know, New York: Newburry House.
Oxford, R. L. (1996). “Afterword: What have we learned about language learning strategies around the world?” in R. L. Oxford (ed.), Language Learning Strategies around the World: Cross-cultural Perspectives (pp. ix-xv). Honolulu: University of Hawaii Press.
Oxford, R. L., and Nyikos. (1989). “Variables affecting choice of language learning strategies by university students”, The Modern Language Journal, 71, pp. 291-300.
Oxford, R. L. (2001). “The bleached bones of story: Learners construction of language teachers” in M. P. Breen (ed.), Learner Contributions to Language Learning: New Direction in Research, Harlow, England: Longman, pp. 86-111.
Piage, R. M., Cohen, A. D., and Shively, R. L. (2004). “Assesing the impact of Strategies-based Curriculum on language and culture learning abroad”, Frontiers: The Interdisciplinary Journal of Study Abroad, 10, pp. 253-276.
Pintrich, P. R. (1999). “Taking control of research on volitional control: Challenges for future theory and research”, Learning and Individual Differences, 11(3), pp. 335-354.
Politzer, R. L. and McGroarty, M. (1985). An Exploratory Study of Learning Behaviors and Their Relationship to Gains in Linguistics and Communicative Competence, Unpublished manuscript, Stanford University.
Purdie, N. and Hattie, J. (1996). “Cultural differences in the use of strategies for self-regulated learning”, in American Educational Research Journal, 4, pp. 845-871.
Reid, J. (. (1995). Learning Styles in ESL/EFL Classroom, Boston, MA: Heinle and Heinle Publishers.
Rubin, J. (1975). “What the good language teachers can teach us”, TESOL Quarterly, 9, pp. 4-51.
Rubin, J. (1987). “Learners strategies: Theoritical assumptions, reseach history and typology”, in A. Wenden and J. Rubin (eds.), in Learners Strategies and Language Learning, Englewood Cliffs, NJ: Prentice Hall, pp.15-29.
Rubin, J., Chamot, A. U., Harris, V. and Anderson, N. J. (2007). “Intervening in the use of strategies”, in A. D. Cohen and E. Macaro (eds.), Language Learners Strategies: Thirty Years of Research and Practice, Oxford: Oxford University Press, pp.141-160.
Sanson, C.,Weir, C., Harpster, L., and Morgan, C. (1999). “Once a boring task always a boring task? Internet as a self-regulatory mechanism”, Journal of Personality and Social Psychology, 63, pp. 379-390.
Sasaki, M. (2004). “A multiple data-analysis of the 3.5-year development of EFL students writers”, Language Learning, 3, pp. 525-582.
Schmidt, R., and Watanabe, Y. (2001). “Motivation, strategy use, and pedegogical preferences in foreign language”, Motivation and Second Language Acquisition.
Sengupta, S. (2000). “An investigation into the effects of revision strategy instrcution on L2 secondary school learners”, System, 28 (1), pp. 97-113.
Tahmasebi, A. (1999). Vocabulary Learning Strategies and Language Proficiency, Tehran: Tarbiat Modares University.
Tarone, E. (1983). “Some thoughts on the notion of communication strategy” in C. Faerch and G. Kasper (eds.), Strategies in International Communication, London: Longman, pp.61-75.
Wenden, A. L. (1982). “Learning strategies”, TESOL News Letter, 19, pp.1-7.
Wenden, A. L., and Rubin. J. (1987). Learning Strategies in Language Learning, New Jersy: Prentice Hall.
Wenstein, C., and Mayor, R. (1986). “The teaching of learning strategies”, in M.C. Wittrock (ed.)., Handbook of Research on Teaching (3rded), New York: Macmillan, pp. 315-327.
Wharton, G. (2000). “Language learning strategy use of bilingual foreign language learners in Singapore”, Language Learning , 50 (2), pp. 203-243.
Williams, M., and Burden, R. (1997). Psychology for Language Teachers, Cambridge: Cambridge University Press.
Winne, P. H., and Perry, N. E. (2000). “Measuring self-regulated learning”, in M. Boekaerts, P. R. Pintrich and M. Zeidner (eds.), Handbook of Self-regulation , San Diego, CA: Academic Press, pp. 531-566.
Wolters, C. A. (1998). “Self-regulated learning and college students’ regulation of motivation”, Journal of Educational Psychology, 90, pp. 224-235.
Wolters, C. A. (1999). “The relation between high school students’ motivational regulation and their use of learning strategies”, Learning and Individual Differences, 11(3), pp. 281-299.
Wolters, C. A. (2003). “Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning”, Educational Psychologist, 38 (4), pp. 189-205.
Wong-Fillmore, L. (1976). The Second Time Around: Cognitive and Social Strategies in Second Language Acquisition, Unpublished doctoral dissertation, Standford University, Palo Alto, CA.
Zeidner, M., Boekaerts, M., and Pintrich, P. R. (2000). “Self-regulation: Directions and Challenges for future research”, in M. Boekaerts P. R. Pintrich and M. Zeidner (eds.), Handbook of Self-regulation, San Diego: Academic Press, pp.749-768.
Zimmerman, B., and Martinez-Pones, M. (1990). “Student differences in self-regulted learning: Relating grade, sex, and giftedness to self-efficacy and strategy use”, Journal of Educational Psychology, 82, pp. 51-59. | ||
|
آمار تعداد مشاهده مقاله: 4,986 تعداد دریافت فایل اصل مقاله: 2,743 |
||