بررسی نقش آموزش راهبردهای فراشناختی در خواندن متون مختلف: مقایسه‌ی دانشجویان رشته‌های مختلف تحصیلی

Abstract

The present study investigates the role of strategy instruction on the Iranian learners’ use of metacognitve strategies. 126 intermediate and advanced participants took part in the present study. The learners (n=69) in the experimental group were instructed of the use of strategies while the learners (n=57) in the control group did not receive any instruction from the teacher. 44 university language learners in the University of Tehran participated in this study. Non-language learner participants included 39 university learners of Engineering in Azad University and 43 university learners of Social Sciences in the University of Tehran. The results showed that learners employed the strategies more effectively when provided with metacognitive strategy instruction. It was also concluded that the participants’ preferences for strategy use did not differ according to the type of reading passages and their field of study. Based on the results of this paper, it is recommended that English language instructors provide students with explicit metacognitve instruction in order to help them become independent language learners.

Keywords

• راهبرد‌های فراشناختی، آموزش راهبردهای فراشناختی زبان، آموزش زبان، انگلیسی رشته‌ی تحصیلی، متون مختلف