Shifting from the Reductive Mechanical to the Empowering Learner Training Model: A Metacognitive-in-Action Approach to Listening Instruction التحول من الميکانيکية الاختزالية إلى نموذج التدريب التمکيني للمتعلم: مدخل ما وراء معرفي تطبيقي لتدريس الاستماع

نوع المستند : بحوث فی مجال المناهج وطرق التدریس

المؤلفون

تخصص المناهج وطرق تدريس اللغة الانجليزية، قسم المناهج، کلية التربية، جامعة الأزهر، القاهرة، مصر.

المستخلص

         حاولت الدراسة الحالية التأصيل للتحول بمفهوم تدريب المتعلمين من کونه مجرد عملية  ميکانيکية تُختزل في تدريب المتعلم على عدد من الاستراتيجيات بشکل لا تکاملي ومنفصل، والتي لا يبدو أنها تأتي بثمارها من حيث تمکين الطلاب من التعامل مع مهارة الاستماع بأسلوب استراتيجي، للانتقال إلى مفهوم أوسع ونظرة أکثر شمولية تستهدف تمکين المتعلم من کفايات تعلم کيف تتعلم مرورا بمرحلة التمکين وانتهاءً بمرحلة استقلالية المتعلم والتي تمثل الغاية المثلي من العملية التعليمية. وقد عمدت الدراسة الحالية إلى استخدام المنهج التجريبي للکشف عن فعالية تطبيق نموذج التدريب التمکيني للمتعلم المستخدم في مدخل ما وراء المعرفة التطبيقي في تدريس الاستماع والذي ينطلق من مسلمة مؤداها المعرفة تسبق القدرة على إدارة الذات. ويرکز هذا النموذج على تمکين المتعلم من خلال تزويده وإمداده بالمعارف عن ما وراء المعرفة والأدوات واستخدام الاستراتيجيات على مدي زمني طويل وقياس أثر ذلک على تمية مهارات الاستماع لاختبار ال (IELTS)، تم تطبيق الدراسة التدخلية الحالية على عينة قوامها 60 طالب من طلاب کلية التربية – قسم اللغة الإنجليزية من خلال برنامج تدريبي استمر لمدة 7 أسابيع، تم فيه تصنيف المشارکين الي المستوي المتوسط Independent User من مستويات الکفاءة اللغوية وفقا للإطار الأوروبي المرجعي هما (B1 – B1(. وقد تبنت الدراسة التصميم التجريبي تصميم المجموعة الضابطة ذو التطبيقين القبلي والبعدي لمقارنة فاعلية نموذج التدريب التمکيني – مدخل ما وراء المعرفة التطبيقي (المجموعة التجريبية) - بالمدخل السائد لتدريس الاستماع (المجموعة الضابطة) في تنمية الفهم الاستماعيي کما يقيسه اختبار ال (IELTS) وفق مستوي الکفاءة اللغوية، وأشارت النتائج الي وجود فروق ذات دلالة إحصائية في تحسين الفهم الاستماعي بين مجموعتي الدراسة بغض النظر عن مستوي الکفاءة اللغوية لصالح المجوعة التجريبية. وفيما يتعلق بأثر التفاعل بين مدخل تعليم الاستماع ومستوي الکفاءة اللغوية فقد اشارت نتائج التحليل الاحصائي الي وجود فروق ذات دلالة إحصائية بين مدخل ما وراء المعرفة التطبيقي ومستوي الکفاءة B2 ، ومن ثم فإن مدخل ما وراء المعرفة التطبيقي الذي استهدف بناء ملفات تعريفية للمتعلم بنفسه کمتعلم(Person Knowledge) وتنمية معرفتهم بمهامهم ( (Task Knowledge، و العمليات التي تنضوي عليها مهارة الاستماع (Process Knowledge(  حسن من فرص المشارکين واستعدادهم لتعلم کيفية الاستماع بأسلوب استراتيجي فعال ونقدي، کما أتاح لهم الفرصة لزيادة قدرتهم علي إدارة فرص التعلم الخاصة بهم.
The current study departs from the concept of ‘learner training’ as simply a mechanical training in a number of discrete strategies which does not seem to help students learn how to listen strategically to the broader view of learner training where learning to learn, empowerment and learner autonomy are the ultimate goals. The study empirically probes the effects of an empowering learner training model, deployed in a metacognition-in-action approach to listening instruction, that rests on the firm view that knowledge precedes control. This model focuses on empowering learners with metacognitive knowledge and strategy use over a long-time duration on developing IELTS listening comprehension.  An intervention study of seven weeks listening programme was undertaken with 60 EFL college students of two proficiency levels. A pre-post design was adopted to compare the effect of the metacognitive-in action approach (experimental group) with the prevalent listening approach (control group) on developing IELTS listening comprehension of B1 and B2 proficiency level students. Results revealed significant differences in IELTS listening attainment between the two groups of the study regardless of the proficiency level in favour of the metacognition- in-action approach. Furthermore, the interaction effect was significant in favour of the metacognitive-in-action approach and the B2 level.  In effect, the metacognition- in-action approach that caters for building students’ profiles of themselves as learners, of listening as a process and of their task knowledge increases students’ opportunities and readiness to learn how to listen effectively, critically and strategically and be more able to manage their learning opportunities.

الكلمات الرئيسية

الموضوعات الرئيسية

المراجع

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التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية)
المجلد 38، 181ج3
يناير 2019
الصفحة 861-898

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