درخت حوزه‌های تخصصی

Literature has already confirmed that student engagement as an external or multidimensional construct may contribute to the academic success of college students. However, very few studies have tried to examine the contributions the more ""internal forms of engagement"" (cognitive and affective) might make in this regard, and how the engagement patterns may change over the academic years. To fill the gap, this study was carried out to answer two research questions: (1) what is the relationship between the internal forms of engagement (cognitive-affective) and students’ academic success (represented by Grade Point Average--GPA)? ; (2) How does the pattern of the relationship change across years of study? To do so, a 40-item Cognitive-Affective Engagement Questionnaire (CAEQ) was developed, validated (α=.91), and administered to a sample of 312 undergraduate English major students (222 females and 90 males). The results indicated while cognitive engagement and academic success are positively correlated throughout years of study, the relationship reaches its peak for the affective engagement in the second year and then gradually diminishes. The findings have implications for curriculum and materials developers, as well as the English language teachers who seek programs which can consistently challenge and satisfy students throughout their studies.

میزانِ مطلبِ یاد گرفته شده مفهومی است که همیشه محققان زبان دوم را مجذوب خود کرده زیرا که پنجره ای بر دو سطح مهم میانی دریافت و یادگیری باز می کند. فهم بهتر از این سطح میانی به ما کمک می کند تا بین دریافتی که صرفا برای اهداف اساسی (برای مثال: ارتباطی) مورد استفاده قرار می گیرد و دریافتی که برای فراگیری استفاده می شود تفاوت قائل شویم. در این مطالعه قسمت های متفاوتی که در آن میزانِ مطلبِ یاد گرفته شده مشخص می شود مورد بررسی قرار می- گیرد، تعاریف موجود از میزانِ مطلبِ یاد گرفته شده تحلیل شده و تعریف جامع تری از آن پیشنهاد می شود.

Although explicit and implicit knowledge of language learners are essential to theoretical and pedagogical debates in second language acquisition (SLA), little research has addressed the effects of instructional interventions on the two knowledge types (R. Ellis, 2005).This study examined the relative effectiveness of explicit and implicit types of form-focused instruction (FFI) on the acquisition of four morphosyntactic features by four measures of explicit and implicit language knowledge. The measures included: oral elicited imitation, timed and untimed grammaticality judgment, and metalinguistic knowledge tests. A pretest and two posttests were conducted immediately and three weeks after the instructional interventions. Durable effects of FFI on low intermediate Iranian learners were found for the target language forms.In particular, explicit and implicit FFI positively facilitated the development of explicit and implicit knowledge of the target features, both immediately after the instructional interventions and, marginally decreasing, over time. Also, explicit FFI was more effective than implicit FFI as measured by both explicit and implicit knowledge tests. The findings may contribute to understanding of the efficacy of explicit and implicit FFI on L2 learners’ controlled (explicit) and spontaneous (implicit) use of morphosyntactic forms at relatively early stages of L2 acquisition.