نوع مقاله : مقالۀ پژوهشی
نویسندگان
1 گروه علوم پایه، دانشگاه علوم پزشکی گناباد، گناباد، ایران
2 گروه زبان انگلیسی، دانشگاه فردوسی مشهد، مشهد، ایران
چکیده
مطالعة حاضر به بررسی رابطة بین عملکرد زبان‌آموزان ایرانی در بخش خواندن آزمون تافل با راهبردهای تست‌زنی و نیز آگاهی فراشناختی از راهبردهای خواندن می‌بپردازد. شصت و دو دانشجوی رشتة زبان انگلیسی به‌طور تصادفی انتخاب شدند. برای جمع‌آوری داده‌ها از آزمون بسندگی دانش زبانی نلسون نمونه، بخش درک و مطلب، آزمون تافل، پرسش‌نامة راهبردهای تست‌زنی و پرسش‌نامة آگاهی فراشناختی از راهبردهای خواندن ((MARSI استفاده شد. داده‌ها از طریق آمار توصیفی و آزمون‌های آماری همبستگی و تی‌تست مستقل با استفاده از نرم‌افزار آماری SPSS نسخة 19 مورد تحلیل شد. آزمون همبستگی پیرسون نشان داد که بین استفاده از راهبردهای تست‌زنی و بخش خواندن آزمون تافل همبستگی منفی (13/0-) و بین آگاهی فراشناختی از راهبردهای خواندن با بخش خواندن آزمون تافل همبستگی پایینی (17/0) وجود دارد. نتایج همچنین نشان داد که دانشجویان بیشتر از مؤلفة راهبردهای استدلالی خواندن استفاده می‌نمایند. به‌علاوه، تحلیل همبستگی پیرسون نشان داد که بین سطح بسندگی زبان انگلیسی و نمرات دانشجویان در بخش خواندن آزمون تافل رابطة معناداری وجود دارد (r =0.74، (p< 0.001 . در پایان، پیشنهادهایی برای استفاده از راهبردهای پاسخ به سؤالات خواندن آزمون تافل ارائه می‌شود.
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