آگاهی معلمان ایرانی زبان انگلیسی از رویکرد تحقیقی گفتگومحور در آموزش زبان: مطالعه موردی در تغییر رویه ی معلمان از یک‌جانبه به گفتگومحور

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

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

موضوعات


عنوان مقاله [English]

Iranian EFL Teachers’ Awareness of Dialogic Inquiry Approach to Language Teaching: A Case Study on Changing Teachers’ Practice from Monologic into Dialogic

نویسندگان [English]

  • Mojtaba Eghlidi
  • Mohsen Shahrokhi
  • Mohammad Reza Talebinezhad
Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
چکیده [English]

This mixed-methods study focused on measuring Iranian EFL teachers’ awareness of the dialogic inquiry approach and investigating the influence of the awareness of the approach on changing teachers’ classroom practices into dialogic practices.  The study included two phases. For the first phase of the study, a researcher-made questionnaire was designed with a 5-point Likert Scale. A purposive sampling method was applied to select 150 EFL teachers in Fars Province, Iran. The results pointed out that EFL teachers’ awareness was not sufficient to practice the approach in their classes. In the second phase, three EFL teachers participated in an in-service course to increase their awareness of the dialogic inquiry approach. Afterwards, five video-recorded sessions of a 20-session term were observed. The data were utilized to score Joyce and Showers’ (2002) Levels of Transfer Scale for each teacher to identify if they changed their practice into dialogic practice. To triangulate the data, in-depth interview sessions were conducted. In order to investigate the amount of dialogic stance of their practice, the Dialogic Inquiry Tool (D-I-T) teachers’ rubric was applied. The results showed that teachers’ awareness of the approach positively influenced the teachers’ practice to shift from monologic to dialogic. However, the teachers and their learners faced some challenges and problems in the first phases of applying the approach.

کلیدواژه‌ها [English]

  • Dialogic Inquiry Approach
  • EFL Teachers
  • Social-constructivism
  • Teachers’ Awareness
  • Teachers’ Professional Development
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