اهمال‌کاری زبان‌آموزان از دیدگاه معلمان ایرانی زبان انگلیسی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دکترای آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکده ادبیات فارسی و زبان‌های خارجی، دانشگاه آزاد اسلامی،‌ واحد تبریز، تبریز، ایران

2 استادیار آموزش زبان انگلیسی نویسنده مسئول، گروه زبان انگلیسی، دانشکده ادبیات فارسی و زبان‌های خارجی، دانشگاه آزاد اسلامی،‌ واحد تبریز، تبریز، ایران

3 دانشیار آموزش زبان انگلیسی گروه زبان انگلیسی، دانشکده ادبیات فارسی و زبان‌های خارجی، دانشگاه آزاد اسلامی،‌ واحد تبریز، تبریز، ایران

چکیده

تأخیر در انجام مسئولیت‌ها و وظایف محوله در کلاسهای زبان پدیده‌ایست که اکثر معلمان با آن روبرو شده‌اند. تمایل زبان‌آموزان برای به تعویق انداختن انجام امور می‌تواند در موقعیت‌ها و به دلایل مختلفی رخ دهد. مطالعه حاضر دلایل چنین تأخیرهایی، که اهمال‌کاری نامیده می‌شود، را از طریق مصاحبه با معلمان زبان انگلیسی بررسی نموده است. در طی فرآیند مصاحبه شبه سازمان یافته، 23 معلم نظرات خود را در مورد علل اهمال‌کاری زبان‌آموزان بیان کردند. تجزیه و تحلیل داده‌ها بر اساس روش نظریه داده‌بنیاد و کدگذاری سه مرحله‌ای باز، انتخابی و نظریه‌ای منجر به پدیدار شدن «رفتار تأخیری» به عنوان طبقه هسته گردید که شرایطی که تحت آن زبان‌آموزان اغلب مرتکب اهمال‌کاری می‌شوند، از جمله مطالعه برای امتحان، تحویل تکالیف و یادگیری املای صحیح کلمات را در بر می‌گرفت. جمع‌آوری و تجزیه و تحلیل اطلاعات بیشتر نشان داد که اهمال‌کاری زبان‌آموزان می‌تواند به دلایل درونی مانند ویژگی‌های عاطفی و شناختی، مسایل مبتنی بر شایستگی و شرایط روحی و جسمی آنان و دلایل بیرونی مانند کیفیت فعالیت و ویژگی‌های محیطی نسبت داده شود. نتایج این مطالعه می‌تواند برای معلمان زبان انگلیسی و طراحان برنامه‌های درسی در راستای افزایش آگاهی آنها در مورد دلایل اهمال‌کاری زبان‌آموزان و فرآهم‌آوری منابع اطلاعاتی لازم جهت طراحی استراتژی‌های مناسب برای کاهش اهمال‌کاری بی‌مورد آنان مفید باشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Iranian EFL Teachers’ Perceptions regarding Language Learners’ Procrastination

نویسندگان [English]

  • Saber Khooei-Oskooei 1
  • Saeideh Ahangari 2
  • Zohreh Seifoori 3
1 Ph.D. in ELT, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 Assistant Professor of ELT, Corresponding Author, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 Associate Professor of ELT, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
چکیده [English]

Delaying in doing responsibilities and tasks assigned in language classes is a phenomenon that most of teachers have observed. Language learners’ tendency to put off doing things can take place in different situations and for various reasons. The present study investigated the reasons for such deferments, called procrastination, through interviewing EFL teachers. During a semi-structured interview process, 23 teachers expressed their opinions regarding the causes of language learners’ procrastination. The analysis of the data based on grounded theory methodology and their coding in three phases of open, selective, and theoretical coding led to the emergence of Dilatory Behavior as the core category which covered the situations in which language learners mostly procrastinate such as studying for examination, delivery of assignments, and acquisition of correct spelling. Further data collection and analysis revealed that language learners’ procrastination could be attributed to internal factors such as affective and cognitive characteristics, competence-based issues, and mental and physical conditions as well as external factors such as task quality and context features. The results of this study can be useful for EFL teachers and curriculum developers in raising their awareness regarding the potential causes of language learners’ procrastination and supplying them with the necessary information needed for devising appropriate strategies to reduce language learners’ undue procrastination.

کلیدواژه‌ها [English]

  • Procrastination
  • Dilatory Behavior
  • Language Learners
  • EFL teachers
  • Grounded theory
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