L2 Learners’ Strategy Preference in Metaphorical Test Performance: Effects of Working Memory and Cognitive Style
Although investigating the factors that influence test scores is important, a majority of stakeholders show a paucity of attention towards individual learner differences due to having large classes of L2 learners. This study sought to explore the possible effect of working memory and cognitive style...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Allameh Tabataba'i University Press
2012-12-01
|
| Series: | Issues in Language Teaching |
| Subjects: | |
| Online Access: | https://ilt.atu.ac.ir/article_1345_39de8a2ffb49b10588005507bda52f13.pdf |
| _version_ | 1797378260853587968 |
|---|---|
| author | Mahmood Hashemian Batool Fadaei |
| author_facet | Mahmood Hashemian Batool Fadaei |
| author_sort | Mahmood Hashemian |
| collection | DOAJ |
| description | Although investigating the factors that influence test scores is important, a majority of stakeholders show a paucity of attention towards individual learner differences due to having large classes of L2 learners. This study sought to explore the possible effect of working memory and cognitive style on L2 learners’ metaphorical test performance. The study was conducted in 2 phases. The first phase was quantitative, and the second consisted of a series of case studies using “think-aloud protocol” and “retrospection.” In the statistical phase, aimed at shedding light on the effect of the cognitive style of field (in)dependence (FI/FD) on metaphorical test performance, 80 senior undergraduates majoring in English Translation were selected through a truncated test of TOEFL adopted from Barron (2004). Metaphorical test performance was analyzed through recognition, text-based true-false, and scripturally implicit questions, refined by conducting factor analysis. Moreover, the participants’ cognitive style of FI/FD was identified via GEFT. In the qualitative part, after analyzing the verbal reports of 8 informants, the participants’ strategy preferences were examined. Results revealed the impact of the cognitive style of FI/FD and working memory on the participants’ strategy preferences. Due to the advent of learner-centered approaches, this study has some implications for L2 pedagogy discussed in the paper. |
| first_indexed | 2024-03-08T20:04:14Z |
| format | Article |
| id | doaj.art-9d46dc7b37984780974bce4f1cadc197 |
| institution | Directory Open Access Journal |
| issn | 2322-3715 2476-6194 |
| language | English |
| last_indexed | 2024-03-08T20:04:14Z |
| publishDate | 2012-12-01 |
| publisher | Allameh Tabataba'i University Press |
| record_format | Article |
| series | Issues in Language Teaching |
| spelling | doaj.art-9d46dc7b37984780974bce4f1cadc1972023-12-23T10:46:04ZengAllameh Tabataba'i University PressIssues in Language Teaching2322-37152476-61942012-12-01122973211345L2 Learners’ Strategy Preference in Metaphorical Test Performance: Effects of Working Memory and Cognitive StyleMahmood Hashemian0Batool Fadaei1Ph.D. in Applied Linguistics, Shahrekord University, IranM.A. in TEFL, Shahrekord University, IranAlthough investigating the factors that influence test scores is important, a majority of stakeholders show a paucity of attention towards individual learner differences due to having large classes of L2 learners. This study sought to explore the possible effect of working memory and cognitive style on L2 learners’ metaphorical test performance. The study was conducted in 2 phases. The first phase was quantitative, and the second consisted of a series of case studies using “think-aloud protocol” and “retrospection.” In the statistical phase, aimed at shedding light on the effect of the cognitive style of field (in)dependence (FI/FD) on metaphorical test performance, 80 senior undergraduates majoring in English Translation were selected through a truncated test of TOEFL adopted from Barron (2004). Metaphorical test performance was analyzed through recognition, text-based true-false, and scripturally implicit questions, refined by conducting factor analysis. Moreover, the participants’ cognitive style of FI/FD was identified via GEFT. In the qualitative part, after analyzing the verbal reports of 8 informants, the participants’ strategy preferences were examined. Results revealed the impact of the cognitive style of FI/FD and working memory on the participants’ strategy preferences. Due to the advent of learner-centered approaches, this study has some implications for L2 pedagogy discussed in the paper.https://ilt.atu.ac.ir/article_1345_39de8a2ffb49b10588005507bda52f13.pdfmetaphorical test performanceworking memorycognitive style of field (in)dependence (fi/fd) |
| spellingShingle | Mahmood Hashemian Batool Fadaei L2 Learners’ Strategy Preference in Metaphorical Test Performance: Effects of Working Memory and Cognitive Style Issues in Language Teaching metaphorical test performance working memory cognitive style of field (in)dependence (fi/fd) |
| title | L2 Learners’ Strategy Preference in Metaphorical Test Performance: Effects of Working Memory and Cognitive Style |
| title_full | L2 Learners’ Strategy Preference in Metaphorical Test Performance: Effects of Working Memory and Cognitive Style |
| title_fullStr | L2 Learners’ Strategy Preference in Metaphorical Test Performance: Effects of Working Memory and Cognitive Style |
| title_full_unstemmed | L2 Learners’ Strategy Preference in Metaphorical Test Performance: Effects of Working Memory and Cognitive Style |
| title_short | L2 Learners’ Strategy Preference in Metaphorical Test Performance: Effects of Working Memory and Cognitive Style |
| title_sort | l2 learners strategy preference in metaphorical test performance effects of working memory and cognitive style |
| topic | metaphorical test performance working memory cognitive style of field (in)dependence (fi/fd) |
| url | https://ilt.atu.ac.ir/article_1345_39de8a2ffb49b10588005507bda52f13.pdf |
| work_keys_str_mv | AT mahmoodhashemian l2learnersstrategypreferenceinmetaphoricaltestperformanceeffectsofworkingmemoryandcognitivestyle AT batoolfadaei l2learnersstrategypreferenceinmetaphoricaltestperformanceeffectsofworkingmemoryandcognitivestyle |