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آگاهی معلمان ایرانی زبان انگلیسی از رویکرد تحقیقی گفتگومحور در آموزش زبان: مطالعه موردی در تغییر رویه ی معلمان از یکجانبه به گفتگومحور | ||
| پژوهشهای زبانشناختی در زبانهای خارجی | ||
| دوره 15، شماره 4، دی 1404، صفحه 403-423 اصل مقاله (1.11 M) | ||
| نوع مقاله: علمی پژوهشی(عادی) | ||
| شناسه دیجیتال (DOI): 10.22059/jflr.2024.380936.1146 | ||
| نویسندگان | ||
| مجتبی اقلیدی؛ محسن شاهرخی* ؛ محمدرضا طالبی نژاد | ||
| گروه آموزش زبان انگلیسی، واحد شهرضا، دانشگاه آزاد اسلامی، شهرضا، اصفهان، ایران. | ||
| چکیده | ||
| پژوهش حاضر یک مطالعه آمیخته است که بر سنجش آگاهی معلمان ایرانی زبان انگلیسی از رویکرد تحقیقی گفتگومحور و بررسی تأثیر آگاهی از این رویکرد بر تبدیل شیوههای تدریس معلمان به گفتگومحور متمرکز بود. این پژوهش دو مرحله را در بر میگرفت. برای مرحله اول پژوهش، پرسشنامه محققساخته با مقیاس لیکرت 5 درجهای طراحی گردید. از روش نمونهگیری هدفمند برای انتخاب 150 معلم زبان انگلیسی در استان فارس استفاده شد. نتایج نشان داد که آگاهی معلمان زبان انگلیسی برای به کار بردن این رویکرد در کلاسهایشان کافی نیست. در مرحله دوم، سه معلم زبان انگلیسی در یک دوره ضمن خدمت شرکت کردند تا آگاهی خود را از رویکرد تحقیقی گفتگومحور افزایش دهند. پساز آن، پنج جلسه از یک ترم 20 جلسهای بهصورت ویدئویی ضبط و مشاهده گردید. از دادهها برای امتیاز دادن به مقیاس سطوح انتقال جویس و شورز (2002) برای هر معلم استفاده شد تا مشخص شود آیا آنها روش تدریسشان را به گفتگومحور تغییر دادهاند یا خیر. برای مثلثسازی دادهها از جلسات مصاحبه ژرف استفاده شد. بهمنظور بررسی میزان بهکارگیری رویکرد گفتگومحور توسط معلمان، از شاخص ارزیابی معلمان در ابزار سنجش تحقیقی گفتگومحور (DIT) استفاده گردید. نتایج حاصله نشان داد که آگاهی معلمان از رویکرد تأثیر مثبتی بر روی عملکردشان برای تبدیل از یکجانبه به گفتگومحور داشته است. بااینحال، در مراحل اولیه عملیاتی کردن رویکرد در کلاس معلمان و فراگیرانشان با چالشها و مشکلاتی مواجه بودهاند. | ||
| کلیدواژهها | ||
| رویکرد تحقیقی گفتگومحور؛ معلمان زبان انگلیسی؛ ساختارگرایی اجتماعی؛ آگاهی معلمان؛ توسعه حرفهای معلمان | ||
| مراجع | ||
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