چکیده:
The present study aimed to investigate the relationship between language learning
strategies and learners’ anxiety among high school students. The participants of the
study were two groups of high school students (N = 100). The first group consisted
of 50 students with hearing problems and the second group consisted of 50 normal
students. To this end, two questionnaires were used: (a) screen for child anxietyrelated
emotional disorders (SCARED) and (b) Schmitt’s vocabulary learning
strategies questionnaire (VLSQ), both of which were translated into Persian. After
collecting data, two oneway MANOVA procudures and a correlation were run to see
if there is any difference between students with hearing problems and normal
students in terms of language learning strategies and anxiety. Results showed that
there is a significant difference between the normal group and the group with
hearing problem. The results also showed that the normal students used more
strategies for vocabulary learning and each group experinced different types of
anxiety.The results of the current study may have implications for language learners.
Being familiar with anxiety and learning strategies and how they affect learning help
learners use different strategies to overcome their anxiety.
خلاصه ماشینی:
21-41, 2015 <H1>Assessment of Anxiety Disorder and Learning Strategies in Students with Hearring Problems and Normal Students</H1> Mohamad Baghr Shabani* Assistant professor at Imam Khomeini International University, Qazvin <H1>Samira Moharrami</H1> MA student of TEFL Abstract The present study aimed to investigate the relationship between language learning strategies and learners’ anxiety among high school students.
After collecting data, two oneway MANOVA procudures and a correlation were run to see if there is any difference between students with hearing problems and normal students in terms of language learning strategies and anxiety.
The results also showed that the normal students used more strategies for vocabulary learning and each group experinced different types of anxiety.
Keywords: anxiety, learning strategies, hearing-impaired students, normal students *Assistant professor at Imam Khomeini International University, Qazvin Received on: 16/12/2015 Accepted on:01/03/2016 Email: Shabani_m_b@yahoo.
Research has shown that using strategies can improve language learning, and deaf students may also benefit from them (Antia, Reed &amp; Kreimeyer, 2005).
Therefore, this article aims to establish the relationship between anxiety and different kinds of language learning strategies and their effects on hearing-impaired and normal students.
Investigation of the Second Research Question The second MANOVA was used to investigate whether there were any significant differences between hearing-impaired students and normal students in their use of strategies for learning vocabulary.
Conclusion and Implications</H1> The present study was aimed at investigating the differences between two groups of students using regarding vocabulary learning strategies and anxiety.