مطالعۀ تفاوت بین زبان‌آموزان خودآموز و غیرخودآموز از منظر به‌کارگیری راهبردهای شناختی و فراشناختی

استقلال و خودآموزی مفاهیمی هستند که در روش‌های نوین آموزش زبان‌‌های خارجی ارزش و معنایی دوباره یافته‌اند. هدف از انجام این تحقیق بررسی این مسئله است که چگونه می‌توان در کلاس آموزش زبان فرانسه به زبان‌آموزان جهتِ داشتن استقلال در یادگیری و مهارت خودآموزی کمک کرد؟ برای ارائۀ راهکار در این زمینه ابتدا نیاز به پاسخ به این پرسش داریم که اساساً چه تفاوتی میان زبان‌آموزان خودآموز و غیرخودآموز وجود دارد؟ فرضیۀ ما این است که فراگیرانِ خودآموز به‌طور طبیعی از «دانش مهارت بودن»، «دانش مهارت یادگیری» و تجربۀ زیستۀ بالاتری نسبت‌به دیگران برخوردارند. به‌منظور مقایسۀ توانایی‌های فراگیران خودآموز و غیرخودآموز در به‌کارگیری استراتژی‌های شناختی و فراشناختی، فراخوانی منتشر کردیم و از 35 نفر از فراگیرانی که زبان فرانسه را کاملاً و یا نسبتاً به‌صورت خودآموز فراگرفته بودند خواستیم تا به دو پرسش‌نامه درمورد به‌کارگیری راهبردهای شناختی و فراشناختی پاسخ دهند. این دو پرسش‌نامه برگرفته از پولیتزر، مک گروارتی و ویلینگ است. هم‌زمان از 35 نفر از افرادی که در هیچ دوره‌ای از یادگیری زبان فرانسه به‌صورت خودآموز عمل نکرده بودند نیز خواسته شد تا به دو پرسش‌نامۀ فوق پاسخ دهند. نتایج این پژوهش که به‌صورت آمار توصیفی ارائه شد نشان می‌دهد که فراگیران خودآموز در به‌کارگیری هر دو گونۀ راهبردی از توانایی‌های بالاتری برخوردارند. درنتیجه باید گفت که استقلال و تمام راهبردهای شناختی و فراشناختی اگرچه ممکن است به‌صورت طبیعی در تمامی افراد وجود داشته باشد، اما ظهور آن‌ها از حالت بالقوه به بالفعل در بیشتر موارد  امری خود به خودی نیست و نیاز به حمایت آموزشی دارد.   

the study of difference between self-taught and non-self-taught learners in terms of the use of cognitive and metacognitive strategies

autonomy and self-learning are concepts that have regained value and meaning in modern methods of foreign language teaching. the purpose of this study is to investigate how language learners can be encouraged  to gain autonomy in learning and self-learning skills in a french language classroom. to provide a solution in this regard, we first need to answer the question, what is the basic difference between self-taught and non-self-taught language learners? our hypothesis is that self-taught learners naturally have higher knowledge-skills, knowledge-learning skills and higher life experience than others. in order to compare the abilities of self-taught and non-self-taught learners in applying cognitive and metacognitive strategies, we published a call and asked 35 learners who had learned french completely or partially on their own to answer two questionnaires about using cognitive and metacognitive strategies. these two questionnaires are taken from politzer, mcgroarty and willing. at the same time, 35 people who had not been self-taught in any course of learning french were asked to answer the above two questionnaires. the results of this study, which was presented as a descriptive statistic, show that learners use both strategies they have higher abilities. as a result, it should be said that autonomy and all cognitive and metacognitive strategies, although they may exist naturally in all individuals, but their emergence from potential to actual in most cases is not spontaneous and requires educational support. introductionterms such as independence, self-learning and self-management found a special place in the history of foreign language education in the 1970s. in the current era, language sciences give their place to communication and the theoretical models of communication skills act as a reference in defining new teaching and learning methods. the learning process is no longer considered an unknown thing; concepts such as strategy or teaching and learning strategies have gained a new life and efforts are being made to understand and define the learning process beyond the concept of strategy.the presence of media, internet and virtual networks has undoubtedly caused the increasing access of people to foreign languages ​​and many obstacles to learning foreign languages ​​have disappeared. however, the new issue that is raised today despite the advancement of technology is the issue of self-learning, which unlike the past has taken a new approach and is addressed as an ability to learn. in other words, new educational methods seek to create a link between learning and the independence of the learner in learning. in communicative approach as well as in the action-oriented approach which is based on the constructivist learning theory and has a psychological approach as well as an interactive-social approach in language teaching, the role of language learner is a central and the language learner must take responsibility for his own learning. meanwhile, the role of teacher has also undergone changes; in other words, the professor in the foreign language class is no longer omniscient and plays the role of a guide alongside the student. in this research, we intend to examine concepts such as independence in learning and the role of self-learning in modern educational approaches. our purpose of conducting this research is to answer the question of how to help the learners to have independence in learning and to have self-learning skills in the french language teaching class. to provide a solution in this field, we first need to answer the question, what is the difference between self-directed and non-self-directed language learners? our hypothesis in this research is that autonomous learners naturally have higher interpersonal skills, learning skills and lived experience than others. these skills are one of the most obvious manifestations of a language learner’s identity, which are directly linked to their personality factors.literature reviewfamiliarity with the concept of independence in language learning is of particular importance from the perspective of applied linguists and foreign language education specialists. according to holec (1991), the autonomy of the learner is based on the knowledge he creates according to his perception of the world. in other words, an independent language learner is a person who actively takes responsibility for his own management, conceptualization and evaluation in the learning process.the concept of independence or autonomy appeared in education in the 1990s and led to the emergence of a new method and a new reading in the curricula and educational goals of educational institutions. many educational theories and approaches, such as the communicative and action-oriented approach, also attribute this concept to themselves because of its importance and value in education. in fact, it can be said that independent learning is a concept that appears mostly in foreign languages ​​in a modern way. but the definition of this concept has been discussed by several linguists such as holec (1981). holec asserts that autonomous learning is the ability to take ownership of one’s own learning. on the other hand, according to little (1991), learner independence includes the ability to separate, have critical thinking, and the ability to make independent decisions and actions in the learner.on the other hand, nunan (1997) defines autonomy as a model with five levels, which includes learner performance, sensitivity or awareness towards learning, participation, intervention, creation and excellence. as we can see, there are different concepts of independence in language learning.among the studies that have been done so far in iran about learning strategies, the independence of language learners and its relationship with the level of use of learning strategies, we can refer to the article “investigation of the level of use of cognitive strategies and its relationship with the independence of language students” written by rahmatian and marzieh zohrevandi (2011, pp. 173-190). in this research, the rate of use of cognitive strategies among students and the relationship between cognitive strategies and independence of french language students have been investigated. in order to measure the amount of use of cognitive strategies and to better understand the relationship between cognitive strategies and independence, the authors used a questionnaire including a dozen self-made composite questions based on the definitions of cognitive strategies based on the classification of paul cyr (1988) and o’malley and chamot (1983) and the qualitative questionnaire. the statistical analysis of the data collected in this article shows that among the cognitive strategies, note-taking strategies with 76.30%, strategies related to guessing the meaning of words with 75.71%, and the strategy of communicating and associating words with 71.71% have been used the most. also, based on the results of this research, among the cognitive strategies, the two factors of searching for a source and connecting and associating words with 58% have the most effect on the independence of the language learner.