تحلیل نگرش معلم های زبان انگلیسی نسبت به کتاب های درسی زبان انگلیسی در ایران: مورد بازنمایی جنسیتی و تاثیرات آموزشی آن

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 گروه آموزش زبان انگلیسی ، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران

2 گروه آموزش زبان انگلیسی،واحد تهران شرق، دانشگاه آزاد اسلامی، تهران، ایران

چکیده

هدف از این تحقیق، بررسی نگرش معلم های زبان انگلیسی نسبت به بازنمایی جنسیتی در کتاب های درسی زبان انگلیسی (سری ویژن) پایه دهم، یازدهم و دوازدهم دبیرستان های دوره دوم ایران می باشد. بدین منظور، برای جمع آوری داده از پرسشنامه مقاله یعقوبی نوتاش و نوری (2016) استفاده و برای دستیابی به اهداف این تحقیق گویه هایی به این پرسشنامه اضافه شد. لازم به ذکر است که به منظور افزایش درک شرکت کنندگان، این پرسشنامه به فارسی ترجمه شد و با قابلیت اطمینان0.88، اعتبار آن توسط کارشناسان مورد تایید قرار گرفت. سپس پرسشنامه میان 330 معلم زبان انگلیسی زن و مردکه تجربه تدریس کتاب های مذکور را داشتند توزیع شد. بنتایج تجزیه و تحلیل پرسشنامه و مصاحبه با معلم ها نشان داد که اکثریت معلم ها بر این باور بودند که بازنمایی مردان در کتاب های درسی به طور قابل توجهی بیش از زنان است که احتمالا ریشه در دیدگاه های سنتی پدر سالانه و فرهنگی در ایران دارد. به علاوه، معلم ها بر این باور بودند که بازنمایی جنسیتی باعث به وجود آمدن کلیشه های جنسیتی در ذهن دانش آموزان شده، بر انتخاب های تحصیلی و شغلی آینده آنها اثر گذاشته و منجر به مدل سازی مغرضانه ای از نقش های اجتماعی جنسیتی می شود. نتایج تحقیق حاضر می تواند آگاهی توسعه دهندگان آموزش، طراحان برنامه درسی و همه افرادی که به نوعی در ابداع کتاب های درسی مشارکت دارند، نسبت به در نظر گرفتن نابرابری های جنسیتی در کتاب های درسی افزایش دهد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Analysis of EFL Teachers’ Attitudes on ELT Textbooks in Iran: The Case of Gender Representation and its Pedagogical Effects

نویسندگان [English]

  • Zahra Sadat Hosseini Ahmadabadi 1
  • Mahnaz Azad 2
1 English Language Department, Teaching, South Tehran Branch, Islamic Azad University, Tehran, Iran
2 English Language Department, Teaching, East Tehran Branch, Islamic Azad University, Tehran, Iran
چکیده [English]

This study aimed to investigate the attitudes of English language teachers regarding the representation of gender in the Vision series in the 10th, 11th, and 12th grades of senior high schools in Iran. To gather data, a questionnaire was adapted from Yaqoubi Notash and Nouri (2016) and some items were added to meet the purpose of the study. It should be noted that this questionnaire was translated to Farsi to enhance the participants’ understanding with a reliability of .88 whose validity was confirmed by experts. Then, the questionnaire was distributed among 330 male and female teachers who had experienced teaching the mentioned textbooks. To obtain more accurate data, a semi-structured interview was also designed and implemented with 15 teachers. The data were analyzed both qualitatively and quantitatively. The results of the analyses of the questionnaire and teachers' interviews showed that the majority of the teachers believed the representation of males is significantly more than females’ in the textbooks which might be due to the traditional patriarchal and cultural views in this country. In addition, the teachers assumed that gender disparitycreates gender stereotypes in the minds of the students affecting their future academic and career choices and leads to biased modeling of the genders’ social roles. The results of the present study can raise the awareness of the materials developers, curriculum designers, and those who are involved in devising textbooks considering gender inequality and representation.

کلیدواژه‌ها [English]

  • EFL Textbooks
  • Gender Representation
  • Pedagogical Effects
  • Teachers
  • Iran

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 13، شماره 2
مرداد 1402
صفحه 317-334

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