بررسی میزان سواد ارزیابی مدرسین زبان انگلیسی در بافت آموزشی ایران

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دانشکاه امام علی

2 دانشگاه آزاد اسلامی

چکیده

سطح سواد ارزیابی مدرسین ایرانی آموزش زبان انگلیسی و مدرسین زبان انگلیسی رشته های خاص از نظر میزان تطابق آنان مورد بررسی قرار گیرد. بر اساس روش تحقیق ترکیبی-اکتشافی، 80 مدرس دانشگاهی به پرسشنامه سواد ارزیابی پاسخ و گروهی از آنها در یک مصاحبه باز نیمه ساختاری مشارکت جستند. تجزیه و تحلیل کمی و کیفی دادههای حاصله موید این است که که اولاً مدرسین ایرانی زبان انگلیسی و مدرسین ایرانی زبان تخصصی دانشگاهی از سطح سواد ارزیابی قابل قبولی برخوردار نبوده و ثانیاً تفاوت معنیداری در سطوح سواد آنها در خصوص 9 زیرمجموعه سنجه سواد ارزیابی وجود دارد. اگرچه مدرسین ایرانی زبان انگلیسی در مقایسه با مدرسین زبان تخصصی نیز بودند از سطح سواد ارزیابی بالاتری برخوردار هستند، لیکن هر دو گروه مورد مطالعه از ضعف چشمگیری در این حوزه رنج می برند که نه تنها نشاندهنده ضعف برنامههای آموزشی و تربیتی مدرسین زبان انگلیسی در حوزههایی مانند آزمونهای زبانی و ارزیابی است، بلکه بیانگر  احتیاط جدی و حتی امتناع متخصصین رشته ای در تدریس زبان تخصصی می باشد

کلیدواژه‌ها

عنوان مقاله [English]

The status of teachers assessment literacy in Iran

نویسنده [English]

  • Gholam-Reza Abbasian 1
1 Head of English Dept
چکیده [English]

this study investigated the assessment literacy status of Iranian EFL and field specialist ESP teachers to see the extent to which their levels of assessment literacy are compatible. To this purpose, a mix-method, exploratory design approach consisting of two phases (i.e, quantitative and qualitative) aimed at collecting data from 80 Iranian university teachers who sit for both a questionnaire and a semi-structured interview. Analyses of the data showed that first Iranian EFL university teachers and field specialist ESP university teachers do not have acceptable level of assessment literacy and second there are significant differences among them on the nine sub-scales of assessment literacy. Though the EFL university teachers showed higher assessment literacy level than the field specialist ESP university teachers, both groups suffer from significant deficiencies which not only indicate weaknesses in EFL teacher education programs as far as language testing and assessment are concerned, but also are persuasive enough to render specific assessment education for each group involved in foreign language teaching programs.

کلیدواژه‌ها [English]

  •   Assessment
  • assessment literacy
  • teachers Assessment Literacy
  • EFL teachers
  • ESP Field Specialists

مراجع

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 7، شماره 1
مقالات این شماره درآبان ماه1396 به چاپ رسیده است
فروردین 1396
صفحه 203-232

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