چکیده:
In the present study, an exploratory approach (Oxford, Cho, Leung & Kim, 2004) to language learning is adopted which holds that the number and type of strategies used by Iranian learners might vary with respect to the difficulty of task and their L2 proficiency. In this regard, the term task is defined, its leading dimentions and charecteristics are put forward, and the nature of learning startegies is touched upon. In cosequence, a new direction of strategy assessment; namely, task-based strategy assessment is focused on to investigate the relationship between task presence and difficulty and the use of reading strategies. The employment of reading strategies was perused via a strategy-frequency questionnaire in which the subjects themselves reported their strategy use after completing some language tasks. The results revealed that neither task difficulty or proficiency level alone, nor their interaction had a statistically significant effect on the reported frequency of reading strategy use.
خلاصه ماشینی:
"Skehan (1996) and Skehan & Foster (2007) in criticizing this approach, assert that teachers having a more focus on the flow of conversation and preferring it to correctness, and learners being equipped with communication, comprehension and compensation strategies will underestimate the leading role that form plays in enhancing the linguistic competence resulting in the interlanguage fossilization, and hence the insufficiency of sheer focus on meaning to achieve full native-like competence.
e. , No Task, Easy (View the image of this page) The absence of a significant interaction effect between task condition and proficiency level can also be seen in Figure 1, illustrating the fact that the two proficiency groups were not so much different in terms of the overall mean reported frequency of strategy use across the three task conditions.
In the educational context of the subjects of the study it seems that most of the teachers do not try or are not asked to teach students the way they can use different strategies, whereas, a great deal of research in L1 and L2 fields has shown that learning will be facilitated by making students aware of the range of strategies from which they can choose during language use, and the most effective way to enhance learner awareness in this regard is to instruct them how to appropriately apply language learning strategies in the target language context, and hence the rationale for more research into this field (Carrell, 1985; Pearson & Fielding, 1991)."