پژوهشی پیرامون آموزش و بازخورد صریح راهبردهای فراگیری زبان: بررسی سن فراگیران

Abstract

Some thirty years have elapsed since the beginning of investigations in the area of language learning strategies. Numerous studies have been carried out in an attempt to identify and instruct the right strategies to the learners. Recent years have seen an outburst of attention to raising the students’ awareness of the use of strategies (Nunan, 2002; Hsiao & Oxford, 2002; Ehrman, Leaver & Oxford, 2003; Ozmen, 2009). The present study investigates the role of strategy instruction and explicit feedback in the Iranian learners’ use of language learning strategies. 42 participants took part in the present study. The learners (n=22) in the experimental group were provided with explicit feedback on the use of their strategies after the reading comprehension tasks while the learners (n=20) in the control group did not receive any feedback from the teacher. The participants consisted of both young and adult learners to investigate the effect of age on strategy use. The results showed that learners employed the strategies more effectively when provided with explicit feedback. It was also concluded that age was not a determining factor in the effectiveness of explicit feedback. The results imply that it is important for instructors to enhance the strategic awareness of both ages, because it can lead to more active engagement in language learning process.

Keywords

• راهبرد های فراگیری زبان، آموزش راهبردهای فراگیری زبان، بازخورد صریح، سن.