میزان به‏ کارگیری راهکارهای درک مطلب شنیداری: مطالعه‏ ی موردی فارسی‏ آموزان دوره‏ ی پیش‏ دانشگاهی

نوع مقاله: مقاله پژوهشی

نویسنده

استادیار گروه مترجمی انگلیسی دانشگاه بین المللی امام خمینی ‏(ره)

چکیده

پژوهش حاضر مهارتِ شنیداری 59 فارسی‌آموز دختر و پسرِ غیرایرانی را در زمینه‌ی درک مطالب دانشگاهی بررسی می­ کند. این فارسی‌آموزان که از لحاظ یادگیری زبان فارسی در سطوح متوسط و متوسط به بالا و از ملیت­ های مختلف بودند، کلاس‏ های پیش­ دانشگاهی مرکز زبان فارسی دانشگاه بین ­المللی امام خمینی‏(ره) قزوین را در زمستان 1390 گذرانده بودند. موضوعات مورد بحث در مقاله شامل «بررسی ماهیت راهکار‏های درک مطلب شنیداری» و «تنوع استفاده از راهکار‏ها» و «میزان پیش‏بینی راهکار‏ها به‌عنوان شاخص مهارت شنیداریِ» فارسی ­آموزان غیرایرانی است. بر‌اساس یافته­ های یک پژوهش پیمایشیِ سه‏بخشی مشخص شد که در کلاس­ های یکسان، زبان ­آموزان قوی‏تر، به‌واسطه­ ی توانایی شنیداری بیشتر، بهتر از همپاهای ضعیف­تر خود عمل می­ کنند. همچنین مشخص شد که با وجود این که همه­ ی زبان ­آموزان از انواع راهکار‏ها استفاده می­ کردند، زبان‌آموزان مسلّط‌ تر، مهارت بیشتری را در به‏ کارگیری چهار راهکار‏ شنیداری مورد نظر به نمایش گذاشتند؛ با این حال، در مورد مهارت فراشناختی، عملکرد ضعیف­تری داشتند. از طرفی، زبان ­آموزان قوی­تر در استفاده از راهکار‏هایی مثل یادداشت­ برداری، خلاصه ­برداری از نکات مهم سخنرانی ­های کلاسی و درک نکات کلیدی که در کسب موفقیت دانشگاهی بسیار مهم­ هستند، ضعیف‌تر از انتظار عمل کردند. علاوه­ بر­ این، طبق یافته­ ها، راهکار‏های شناختی، اجتماعی-‌عاطفی، فراشناختی و حافظه، به ترتیب از قابلیت پیش­بینی بیشتری برخوردار بودند. در پایان، با تکیه بر یافته­ های به ­دست ­آمده، علاوه بر ارائه ­ی پیشنهادهایی در زمینه‌ی آموزش زبان فارسی، بر ضرورت اتخاذ راهکارهای مطلوب در مراکز آموزش زبان فارسی در خصوص تقویت مهارت شنیداریِ دانشگاهی فارسی‌آموزان غیرایرانی نیز‏ تأکید شده است.

کلیدواژه‌ها


عنوان مقاله [English]

Applying Listening Comprehension Strategies: A Case Study of Pre-university Learners Persian Language Learners

نویسنده [English]

  • Azam Karimi
چکیده [English]

The present research examines the academic Listening Comprehension Strategies (LCS) among a total number of 59 intermediate and upper-intermediate Persian learners who were taking pre-university courses in 2011 in Persian Language Centre in Imam Khomeini International University, Qazvin. The study examined nature of LCS, the variety of applying LCS, and finally predictability of strategies as an index for listening skill. Results of three-part survey showed that Persian learners in the advanced level had better performance in listening compared to their peers. Moreover, it was revealed that learners with more proficiency demonstrated more mastery in all four types of strategies; however, they had less proficiency in metacognitive strategy. Furthermore, more skillful learners were reported weaker in applying taking notes, summarizing lectures, and understanding the main ideas. Findings, also, showed that cognitive, socio-affective, metacognitive, and memory strategies were reported of more predictability, respectively. It could be concluded that Persian teachers would require employing appropriate strategies in enhancing learners’ listening skill.

کلیدواژه‌ها [English]

  • Listening skill
  • Academic listening comprehension
  • Listening Comprehension Strategies (LCS)
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