راﺑﻄﻪ ﺑﯿﻦ ﺳﺒﮏﻫﺎي ﯾﺎدﮔﯿﺮي ﺑﺎ ﻣﻬﺎرتﻫﺎي زﺑﺎنآﻣﻮزي داﻧﺶآﻣﻮزان دوره ﻣﺘﻮﺳﻄﻪ

relationship between learning styles and language instruction skills of high school students

ﺗﻮﺟﻪ ﺑﻪ ﺳﺒﮏﻫﺎي ﯾﺎدﮔﯿﺮي و ﻣﺆﻟﻔﻪﻫﺎي ﺗﻌﯿﯿﻦﮐﻨﻨﺪه آن ﺑﺮاي داﻧﺶآﻣﻮزان از ﺿﺮورﯾﺎت ﺗﻌﻠﯿﻢ و ﺗﺮﺑﯿﺖ در دﻧﯿﺎي اﻣﺮوز اﺳﺖ. ﭘﮋوﻫﺶ ﺣﺎﺿﺮ درﺻﺪد ﺑﺮرﺳﯽ راﺑﻄﻪ◌ٴ ﺑﯿﻦ ﺳﺒﮏﻫﺎي ﯾﺎدﮔﯿﺮي )ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﺆﻟﻔﻪﻫﺎي اﺻﻠﯽ آن( ﺑﺎ ﻣﻬﺎرتﻫﺎي زﺑﺎنآﻣﻮزي )زﺑﺎن اﻧﮕﻠﯿﺴﯽ( اﺳﺖ. ﺑﺪﯾﻦ ﻣﻨﻈﻮر ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ، دﺑﯿﺮﺳﺘﺎنﻫﺎي ﺷﻬﺮﺳﺘﺎن ﭼﺎﻟﻮس ﺑﻪ ﺗﻌﺪاد 1260 ﻧﻔﺮ اﺳﺖ ﮐﻪ ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﭘﺴﺮاﻧﻪ از ﻧﻮع ﻃﺒﻘﻪاي ﺑﻪ ﺗﻌﺪاد 154 ﻧﻔﺮ ﺑﺮ اﺳﺎس ﺟﺪول ﮐﺮﺟﺴﯽ- ﻣﻮرﮔﺎن اﻧﺘﺨﺎبﺷﺪهاﻧﺪ. اﯾﻦ ﭘﮋوﻫﺶ ﺑﺮاﺳﺎس ﻧﻈﺮﯾﻪ ورﻣﻮﻧﺖ و رﯾﺠﺴﻮﯾﮏ )ﺑﺮاي ﺳﻨﺠﺶ ﺳﺒﮏﻫﺎي ﯾﺎدﮔﯿﺮي( و ﻣﻬﺎرتﻫﺎي زﺑﺎنآﻣﻮزي )ﻣﻬﺎرتﻫﺎي ﮔﻮش دادن، ﺻﺤﺒﺖ ﮐﺮدن، ﺧﻮاﻧﺪن و ﻧﻮﺷﺘﻦ( زﺑﺎن اﻧﮕﻠﯿﺴﯽ ﺗﺪوﯾﻦ ﺷﺪه اﺳﺖ. اﺑﺰار اﺻﻠﯽ ﮔﺮدآوري اﻃﻼﻋﺎت ﭘﺮﺳﺸﻨﺎﻣﻪ اﺳﺘﺎﻧﺪارد ﺳﺒﮏﻫﺎي ﯾﺎدﮔﯿﺮي اﺳﺖ و ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ اﺳﺘﻔﺎده از ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن و رﮔﺮﺳﯿﻮن ﮔﺎمﺑﻪﮔﺎم اﻧﺠﺎم ﭘﺬﯾﺮﻓﺖ. ﯾﺎﻓﺘﻪﻫﺎي ﺣﺎﺻﻞ از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ ﮐﻠﯿﻪ ﺳﺒﮏﻫﺎي ﯾﺎدﮔﯿﺮي ﺑﺎ ﻣﻬﺎرتﻫﺎي زﺑﺎنآﻣﻮزي ارﺗﺒﺎط ﻣﺜﺒﺖ و ﻣﺴﺘﻘﯿﻢ دارد. اﻣﺎ دو ﺳﺒﮏ ﯾﺎدﮔﯿﺮي ﻏﯿﺮﻣﺘﻤﺮﮐﺰ ﺑﺎ ﺿﺮﯾﺐ 0/497 و ﺳﺒﮏ ﯾﺎدﮔﯿﺮي ﻣﻌﻄﻮف ﺑﻪ ﻣﻌﻨﺎ و ﻫﺪف ﺑﺎ ﺿﺮﯾﺐ 0/283 ﺑﯿﺸﺘﺮﯾﻦ اﻫﻤﯿﺖ را داﺷﺘﻪاﻧﺪ. درﻧﺘﯿﺠﻪ، ﻣﯽﺗﻮان ﮔﻔﺖ ﮐﻪ اﮔﺮ ﻧﻈﺎم آﻣﻮزﺷﯽ ﺑﺮاي ارﺗﻘﺎء و ﻓﻬﻢ ﻫﺮ ﭼﻪ ﺑﯿﺸﺘﺮ ﺳﺒﮏ ﯾﺎدﮔﯿﺮي ﻏﯿﺮﻣﺘﻤﺮﮐﺰ و ﻣﺘﮑﯽ ﺑﺮ ﻣﻌﻨﺎ و ﻫﺪف ﻣﻮردﺗﻮﺟﻪ ﻗﺮار دﻫﺪ، ﺑﻪ داﻧﺶآﻣﻮزان در ﮐﺴﺐ ﻣﻬﺎرت زﺑﺎنآﻣﻮزي ﮐﻤﮏ و ﻣﺴﺎﻋﺪت ﺑﯿﺸﺘﺮي اﻋﻤﺎل ﺧﻮاﻫﺪ ﻧﻤﻮد. ﺑﻪﻋﺒﺎرتدﯾﮕﺮ، ﺿﺮورت ﺑﺎزﺷﻨﺎﺳﯽ ﻧﻘﺶ ﺳﺒﮏﻫﺎي ﯾﺎدﮔﯿﺮي در ﭘﯿﺶﺑﯿﻨﯽ ﻣﻬﺎرتﻫﺎي زﺑﺎنآﻣﻮزي داﻧﺶآﻣﻮزان ﻣﻮرد ﺗﺄﯾﯿﺪ واﻗﻊ ﺷﺪ.

Paying attention to learning styles and its determining components [determinants] for students plays a crucial role in teaching and education of today’s world. Therefore, the current study’s goal was to explore the relations between learning styles (with respect to its basic components) and language learning skills (English language). For this purpose, statistical population of this research is a total of 1260 male students from high schools in Chalous province among which 154 subjects are selected randomly, by Morgan-Krejcie’s Table. This research is conducted based on Vermont and Rijswijk’s theory (for assessment of learning styles) and language learning skills (the skills of listening, speaking, reading and writing) in English language. Main tool for data collection is standardized questionnaire of learning styles, and data analysis of current research is done by using of Pearson coefficient and stepwise regression. Results from this research indicate that all learning styles have a positive and direct relationship with language learning skills, but two types of learning styles, namely decentralized with a coefficient of 0.497 and meaning and goal based learning style with a coefficient of 0.283 has got the highest importance. Hence it can be said that for as much enhancement and comprehension as possible, if educational system considers decentralized and meaning and goal based learning styles, it will be more helpful for students to achieve the language learning skills. In the other word, importance of learning styles’ role recognition in anticipating of students’ language learning skills is confirmed.