Взаимосвязь между языковыми установками и предпочтениями обратной связи на письменные работы у студентов, изучающих английский язык как первый иностранный
Аннотация
"Цель настоящего исследования — изучить языковой менталитет иранских студентов, изучающих английский язык как иностранный на уровне intermediate, и исследовать возможную взаимосвязь между языковым менталитетом и предпочтениями обратной связи на письменные работы на первом иностранном языке. В исследовании приняли участие 150 студентов-добровольцев из нескольких лингвистических институтов Исфахана (Иран), уровень владения языком у которых был определен с помощью тестирования. Участникам были предложены опросник языкового менталитета и шкала предпочтений обратной связи. Данные проанализированы с помощью подсчета частотности, средних баллов, одновыборочных t-тестов и моделирования структурными уравнениями в Smart PLS. Результаты исследования показали, что по трем компонентам опросника на определение языкового менталитета (убеждениям в отношении общего языкового интеллекта, убеждениям в отношении способностей к изучению иностранного языка и убеждениям в отношении изучения языка с учетом возраста) учащиеся не согласились (хотя и незначительно) с основными пунктами, в то время как с дополнительными пунктами они выразили значимое согласие. Согласно результатам моделирования структурными уравнениями, модель, изучающая взаимосвязь между сущностным/инкрементальным мышлением и предпочтениями обратной связи, продемонстрировала, что сущностное мышление является значимым предиктором предпочтений обратной связи, в отличие от инкрементального мышления. В том, что касается типов обратной связи, предпочитаемых студентами, изучающими английский язык как иностранный, с помощью дедуктивного метода были выявлены следующие: комментарии и обсуждения — в значительной степени; исправления однокурсников, подсказки и самокоррекция — в незначительной степени. В статье обсуждаются значимость результатов исследования и перспективы их применения."
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