مؤلفه‌ها و نیازهای سواد ارزیابی نگارش انگلیسیِ کلاس- محور: دیدگاه معلمان انگلیسیِ ضمن خدمت در ایران

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دانشجوی دکتری رشته آموزش زبان انگلیسی دانشگاه آزاد اسلامی واحد تهران جنوب، تهران، ایران

2 استادیار آموزش زبان انگلیسی، دانشگاه مازندران، بابلسر، ایران

چکیده

هم‌زمان با مطرح‌شدنِ نگارش زبان دوم/خارجی به‌عنوان یک حوزۀ مستقل مطالعاتی ، آموزش و ارزیابی آن در زبان انگلیسی به‌عنوان زبان دوم/خارجی نیز از اهمیت ویژه‌ای برخوردار شد. با توجه به پیوندِ ارزیابی و یادگیری، معلمان باید افزون بر یادگیری آموزشِ نگارش در زمینۀ ارزیابی نگارش نیز آموزش ببینند تا برای مواجهه با چالش‌های تدریس در کلاس آماده شوند. تربیت معلمانِی که دارای سواد ارزیابی نگارش (writing assessment literacy) هستند نیازمند دورۀ آموزشی منسجمی است که در خصوص نظریات و عملکرد ارزیابی نگارش اطلاعاتی مناسب به معلمان آینده ارائه دهد. هدف از این مطالعه بررسی دوره آموزش معلمان انگلیسی در زمینة آماده‌سازی معلمان برای ارزیابی نگارش و شناسایی نیازها و مؤلفه‌های آن از دیدگاه معلمان زبان انگلیسی در ایران است. برای این منظور پرسشنامه‌ای طراحی و از حدود 200 معلم زبان انگلیسی، در خصوص سطح سواد ارزیابی نگارش و میزان کفایت دورۀ آموزش معلمان به لحاظ آماده‌سازی، و مؤلفه‌های مورد نیاز آن اطلاعاتی گردآوری شد. یافته‌های پژوهش از نارضایتی معلمان نسبت به دورۀ ارزشیابی دانشگاه حکایت می‌کند. نتایج به‌دست آ‌ده از تحلیل عاملی، پنج عامل را بر اساس دوران وایماکس مشخص می‌کند : مهارت‌های فنی، آموزش زبان، نمره‌دهی و تصمیم‌گیری، عملکرد بومی و اصول و مفاهیم. نتیجة خودارزیابی معلمان نشان داد که آن‌ها در این پنج حوزه موضوعی دارای دانش متوسطی هستند. با این‌حال، در برخی از موارد ، از جمله توانایی ساخت یا استفاده از چارچوب ارزیابی و ارزیابی نمونه‌کارها معتقد بودند که دانش پایینی دارند.

کلیدواژه‌ها

عنوان مقاله [English]

Classroom-based Writing Assessment Literacy Components and Needs: Perspectives of In-service EFL Teachers in Iran

نویسندگان [English]

  • masoumeh Tayyebi 1
  • mahmood Moradi abbasabadi 2
1 phd student at Islamic Azad University South Tehran Branch Tehran Iran
2 Assistant professor of TEFL, Department of English Language and Literature, University of Mazandaran,
چکیده [English]

As second language writing established itself as an independent area of study, instruction as well as assessment of language writing has taken over a major part in English as second/ foreign language (ESL/EFL) settings. Considering the link between assessment and learning, teachers need to learn about writing assessment together with their learning of writing pedagogy to be prepared for classroom challenges. As a result, over the last few years, there have been calls regarding the importance of developing language teachers’ writing assessment literacy (WAL). Developing assessment literate writing teachers requires teacher education programs that equip prospective teachers with sound understanding of theory and practice of writing assessment. To provide EFL/ESL teachers with good assessment education, first we need to have information about current assessment courses and their needs. The purpose of this study was to provide insights into writing assessment education from the perspective of in-service EFL teachers, through a WAL questionnaire developed by the researcher and administered to 200 EFL teachers. The results showed that there might be five distinct components of WAL: Language Pedagogy, Technical skills, Scoring and Decision Making factor, Local Practice, and Principles and Concepts factor. Most teachers perceived themselves to be moderately knowledgeable in the five thematic areas. However, in some items within these five thematic areas, they found themselves to be slightly knowledgeable including knowledge of developing or using rubric or using portfolio assessment.

کلیدواژه‌ها [English]

  • "second language writing "
  • "language assessment"
  • "assessment literacy"
  • "writing assessment literacy"
  • " teacher education"

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 10، شماره 3
آبان 1399
صفحه 588-601

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