راهبردهاي حافظه اي، شناختي و جبراني: بررسي ارتباط بين به كارگيري راهبردها با ميزان موفقيت فارسي آموزان غيرايراني در مهارت نوشتن

Memory, Cognitive and Compensation Strategies: The Relationship between Application of Strategies and non-Iranian Persian Learner's Success in writing skill

راهبردهاي يادگيري به طور گسترده به عنوان تكنيك ها يا روش هايي معرفي شده اند كه دانش آموزان اغلب براي بهبود پيشرفتشان در يادگيري مهارت هاي زبان دوم مورد استفاده قرار مي دهند. از اين رو، با توجه به تاثير به كارگيري راهبردها بر تسريع و اثربخشي فرايند يادگيري، پژوهش حاضر به بررسي تاثير راهبردهاي حافظه اي، شناختي و جبراني بر ميزان موفقيت فارسي آموزان غيرايراني در مهارت نوشتن مي پردازد. نمونۀ آماري پژوهش متشكل از 42 فارسي آموز عربي زبان غيرايراني زن و مرد بود كه در بازۀ سني 1820 سال قرار داشتند و در ترم پاييز سال 1395 در دورۀ پيشرفته مشغول يادگيري زبان فارسي بودند. ابزار پژوهش جهت سنجش ميزان به كارگيري راهبردها، پرسش نامۀ راهبردهاي يادگيري زبان آكسفورد (1990) است و براي تعيين رابطۀ به كارگيري راهبردهاي يادگيري زبان فارسي با ميزان موفقيت فارسي آموزان در مهارت نوشتن، از نمراتشان در درس نگارش استفاده شد. نتايج حاصل از آزمون ضريب همبستگي پيرسون نشان داد كه بين به كارگيري راهبرد حافظه اي و راهبرد جبراني با موفقيت در مهارت نگارش رابطۀ معني دار مثبتي وجود دارد. اين در حالي است كه طبق يافته هاي پژوهش، بين به كارگيري راهبرد هاي شناختي و موفقيت در مهارت نگارش رابطۀ معني داري وجود ندارد. همچنين، تحليل رگرسيون در دو گام نشان داد كه بين راهبردهاي مستقيم يادگيري زبان فارسي، دو نوع راهبردهاي حافظه اي و جبراني، باعث موفقيت فارسي آموزان در درس نگارش شده است و از بين اين راهبردها، به كارگيري راهبرد جبراني نسبت به راهبرد حافظه اي تاثير بيشتري بر موفقيت در مهارت نگارش فارسي آموزان دارد. درنهايت، پيشنهاداتي جهت آموزش راهبردها در كلا س هاي آموزش زبان فارسي ارائه شد.

Learning strategies are amongst the tools that learners use to learn languages. In other words, learning strategies are widely introduced as techniques or methods that students often use to improve their learning skills in second language. Despite the importance of strategies and their role in accelerating and effective learning, few researches have been conducted on the impact of strategies on the success of learners in learning language skills. Also no reliable research has been done so far to study the effect of strategies on the success of non-Iranian Persian speakers. Therefore, due to the impact of using strategies on learning language skills, this study examines the impact of memory, cognitive and compensation strategies on the success of Persian language learners in writing skill. To this end, the following questions were raised: 1.Is there a significant relationship between using memory strategies and the success of non-Iranian Arabic language learners in writing skills? 2.Is there a significant relationship between using cognitive strategies and the success of non-Iranian Arabic learners in writing skills? 3.Is there a significant relationship between using compensation strategies and the success of non-Iranian Arabic learners in writing skills? 4.Is there a relation between applying total direct strategies (cognitive and compensation strategies) and the success of non-Iranian Arabic learners in writing skills? 5.Is the contribution of using each of the direct strategies the same in predicting the success of non-Iranian Arabic-speaking learners in writing skills? According to the above questions, the following hypotheses are considered: Hypothesis 1: There is a significant relationship between using memory strategies and the success of non-Iranian Arabic language learners in writing skills. Hypothesis 2: There is a significant relationship between using cognitive strategies and the success of non-Iranian Arabic language learners in writing skills. Hypothesis 3: There is a significant relationship between using compensation strategies and the success of non-Iranian Arabic language learners in writing skills. Hypothesis 4: There is a relation between applying total direct strategies (cognitive compensation strategies) and the success of non-Iranian Arabic learners in writing skills. Hypothesis 5: The contribution of using each of the direct strategies is different in predicting the success of non-Iranian Arabic-speaking learners in writing skills. The sample of this study consists of 42 non-Iranian Arabic-speaking Persian learners (men and women) who were in age range of 18-20 years old. These learners were learning Persian language in advanced level in the fall semester 2016. Oxford Language Learning Strategies Questionnaire (1990) is used to measure application of strategies, and the student's scores in the course of writing were used to determine the relationship between language learning strategies use and Persian learner's success in writing skill. The analysis of the hypotheses was done using Kolmogorov-Smirnov test, Pearson correlation coefficient and regression and the results of the Pearson correlation coefficient test showed that there is a significant positive relationship between the use of memory strategies with success in writing skill. In addition, according to the results of correlation coefficient, there is also a significant positive correlation between the use of compensation strategy and success in writing skills. This is despite the fact that according to the findings, there is not a significant relationship between the use of cognitive strategies and learners success in writing. Regression analysis also indicated that among direct learning strategies, two types of memory and compensation strategies, causes success of Persian learners in is writing skill. an‎d among these strategies, compensation strategies are more effective than memory strategies on success of Persian learners. Finally suggestions for teaching strategies in the classroom were presented.