The Role of Self-Regulatory Approach in Iranian Learners' Lexical Segmentation: The case of authentic materials

International Journal of Foreign Language Teaching and Research

مقاله 4، دوره 5، شماره 18، آذر 2017، صفحه 53-68   

نوع مقاله: Research Papers

نویسندگان

Azam Roostaie Zanyani¹؛ Farzaneh Mir^{* 2}

¹Abadan Branch, Islamic Azad University, Abadan, Iran

²Department of Language Teaching, Abadan Branch, Islamic Azad University, Abadan, Iran

چکیده

The present research investigated the effect of self-regulatory approach (with two components of self-checking and self-efficacy) on pre-intermediate Iranian learners' lexical segmentation in listening comprehension via authentic listening comprehension texts. To achieve this purpose, the investigators administered an Oxford Placement Test (2007) to ninety-eight students of two girls’ private junior high schools in Abadan. The participants were in grade seven at pre-intermediate level. Ninety-two students were selected out of ninety-eight and after homogenizing the participants linguistically, they were divided into four groups. Twenty-three students of every 4 classes whose scores were nearly the same were considered as one group. There were one control group and three experimental groups. A teacher-made pretest which was piloted by the researchers was administered to all groups. Then, the experimental groups were instructed under an eight-sessions treatment which was self-regulated teaching via authentic and non-authentic texts. Finally, the participants took a posttest similar to the pretest on lexical segmentation in listening comprehension. Both pretest and posttest reliability were calculated with Cronbach Alpha. Statistical analyses were done through one-way ANOVA. the result of the study indicated that self-regulated approach teaching through authentic materials can improve learners’ lexical segmentation of listening comprehension.

کلیدواژه‌ها

authentic materials؛ lexical segmentation؛ listening؛ self-regulation