M.A. Thesis:

The Relationship between Content-Teaching Knowledge of Professors and the Wish to Communicate Students of English Language University Hakim Sabzevari With the role of mediating cognitive strategies, metacognitive strategies, motivation for progress and learning autonomy

The purpose of this study was to investigate the relationship between teacher ' content and education knowledge and their desire to communicate the students of English language with Hakim Sabzevari University with the role of mediator of cognitive strategies, meta-cognitive strategies, motivation for progress and independence of learning. This research is a correlational study and its statistical population includes all students of English language students of Hakim Sabzevari University in the academic year 92-96, of which 215 were selected as proportional sampling. The data collection tool was a researcher-made questionnaire and data were analyzed using SPSS 23 and Lisrel 8.5 software. Also, in the descriptive statistics section, mean statistics, regression and multiple correlation were used. In this research, the questionnaire of learning autonomy, the desire to communicate, content-based learning, cognitive strategies, meta-cognitive strategies, and the motivation of progress made by the researcher has been constructed and its validity has been estimated by the experts and experts and its reliability is calculated to be 0.876. Analysis of the results of the research showed that the proposed model was fitted with research data. Among the hypotheses of the research, there was a direct relationship between the content-pedagogical knowledge of the teachers and the desire to communicate the students of English language at the Hakim University. Also, between content-educational knowledge and the desire to communicate with the role of the mediator of cognitive strategies, between content-educational content and the desire to communicate with the mediating role of the motivation of progress, between content-educational knowledge and the desire to communicate with the mediating role of meta-cognitive strategies, between There was a direct relationship between content-educational knowledge and the desire to communicate with the role of mediator of the independence of their learning. Finally, the analysis of the results showed that there is a direct and significant relationship between the content-pedagogical knowledge of the teachers and the desire to communicate the students of English language with Hakim University with the role of mediating cognitive strategies, meta-cognitive strategies, motivating progress, and independence of learning

Keywords: content-based learning, cognitive strategies, meta-cognitive strategies, motivation for progress, de