این سایت در حال حاضر پشتیبانی نمی شود و امکان دارد داده های نشریات بروز نباشند
جستارهای زبانی، جلد ۱۶، شماره ۳، صفحات ۷-۰
عنوان فارسی
چکیده فارسی مقاله While cognitive and social-affective strategies have straightforward impacts on learners’ academic performance attached to specific tasks in a communicative and student-centered language classroom, metacognitive strategies with their vigorous power are arguably worth more attention. It is this group of strategies that plays a vital role in making students become more self-directed and autonomous learners. This paper reported on a study investigating Vietnamese university students’ perception of using metacognitive strategies in their listening activities. Specifically, 140 English majors at the foreign language department of a university in Vietnam were involved in the study. Based on quantitative data from a questionnaire slightly adapted from Vandergrift et al. (2006), it was found that students in the study had a relatively high awareness of metacognitive strategies generally, with varying levels across the five subcategories of specific strategies. In addition, a comparison between the two groups (first-year and third-year students) showed minor differences regarding their listening strategy awareness. The findings suggested that metacognitive strategies should be encouraged and listening strategies should be instructed early in English education programs. 
کلیدواژه‌های فارسی مقاله
عنوان انگلیسی Learner’s Perception of Metacognitive Strategies in Listening: A Case of English Majors at a University in the Mekong Delta of Vietnam
چکیده انگلیسی مقاله While cognitive and social-affective strategies have straightforward impacts on learners’ academic performance attached to specific tasks in a communicative and student-centered language classroom, metacognitive strategies with their vigorous power are arguably worth more attention. It is this group of strategies that plays a vital role in making students become more self-directed and autonomous learners. This paper reported on a study investigating Vietnamese university students’ perception of using metacognitive strategies in their listening activities. Specifically, 140 English majors at the foreign language department of a university in Vietnam were involved in the study. Based on quantitative data from a questionnaire slightly adapted from Vandergrift et al. (2006), it was found that students in the study had a relatively high awareness of metacognitive strategies generally, with varying levels across the five subcategories of specific strategies. In addition, a comparison between the two groups (first-year and third-year students) showed minor differences regarding their listening strategy awareness. The findings suggested that metacognitive strategies should be encouraged and listening strategies should be instructed early in English education programs. 
کلیدواژه‌های انگلیسی مقاله Listening skills,listening strategies,metacognitive awareness,Vietnamese EFL learners
نویسندگان مقاله | Tuan Lê
Can Tho University
نشانی اینترنتی http://lrr.modares.ac.ir/browse.php?a_code=A-10-77741-2&slc_lang=en&sid=14
فایل مقاله فایلی برای مقاله ذخیره نشده است
کد مقاله (doi)
زبان مقاله منتشر شده en
موضوعات مقاله منتشر شده
نوع مقاله منتشر شده مقاله تحقیق
برگشت به: صفحه اول پایگاه   |   نسخه مرتبط   |   نشریه مرتبط   |   فهرست نشریات