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بررسی رابطه تفکر انتقادی و راهبردهای یادگیری زبان توسط فراگیران زبان انگلیسی در ایران | ||
فناوری آموزش | ||
مقاله 3، دوره 5، شماره 2 - شماره پیاپی 18، فروردین 1390، صفحه 99-104 اصل مقاله (920.15 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22061/tej.2011.283 | ||
نویسندگان | ||
جهانبخش نیکوپور* 1؛ محمد حسن امینی فارسانی2؛ مریم نصیری3 | ||
1گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد تهران شمال،تهران،ایران | ||
2گروه زبان انگلیسی، دانشگاه تربیت معلم ،تهران،ایران | ||
3گروه زبان انگلیسی،دانشگاه آزاد اسلامی واحد تاکستان،قزوین،ایران | ||
تاریخ دریافت: 09 آبان 1388، تاریخ بازنگری: 14 دی 1389، تاریخ پذیرش: 14 آذر 1389 | ||
چکیده | ||
مطالعه حاضر به بررسی رابطه بین تفکر انتقادی و استفاده از راهبردهای مستقیم و غیر مستقیم یادگیری زبان توسط فراگیران زبان انگلیسی در ایران میپردازد. در این مطالعه،100 دانشجو زبان انگلیسی در دانشگاه آزاد اسلامی کرج به دو پرسشنامه تفکر انتقادی و راهبردهای یادگیری زبان پاسخ دادند. نتایج حاصل بیانگر وجود رابطه آماری معنیدار بین راهبردهای استفاده از فرآیندهای ذهنی، سازماندهی و ارزیابی یادگیری و یادگیری به همراه دیگران با تفکر انتقادی میباشد. در حالی که رابطه آماری معنیداری بین راهبردهای به خاطر سپردن مطالب، استفاده از روشهای جبرانی، و مهار احساساتبا تفکر انتقادی مشاهده نشد. | ||
کلیدواژهها | ||
تفکر انتقادی؛ راهبردهای یادگیری زبان؛ فراگیران زبان انگلیسی در ایران | ||
موضوعات | ||
آموزش زبان انگلیسی | ||
عنوان مقاله [English] | ||
On the Relationship Between Critical Thinking and Language Learning Strategies Among Iranian EFL Learners | ||
نویسندگان [English] | ||
J. Nikoopour1؛ Mohammad Amini Farsani2؛ Maryam Nasiri3 | ||
1English Languege Department, Islamic Azad University,Tehran,Iran | ||
2Department of English Language, Tarbiat Moallem University, Tehran, Iran | ||
3English Languege Department, Islamic Azad University,Takestan,Qazvin,Iran | ||
چکیده [English] | ||
This study investigates the relationship between critical thinking and the use of direct and indirect language learning strategies by Iranian learners. To this end, two survey instruments, the Strategy Inventory for Language Learning (SILL), and a questionnaire of Critical Thinking, were administered among 100 college students majoring in English translation at Karaj University. The findings reveals a statistically significant relationship between specific direct and indirect language learning strategies such as cognitive, metacognitive, and social with critical thinking, while memory, compensation, and affective strategies appeared to have no relationship with critical thinking. | ||
کلیدواژهها [English] | ||
Critical thinking, Language Learning Strategies, Iranian EFL Learners | ||
مراجع | ||
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