بررسی رابطه بین آگاهی معلمان از آموزش منظورشناسی و کاربرد آن در کلاس

نوع مقاله : مقاله پژوهشی

چکیده

پیشرفت توانش منظورشناسی زبان آموزان از آگاهی معلمان نسبت به آموزش عملی آن تأثیر می پذیرد. با این حال، آگاهی عملی معلمان زبان و چگونگی تدریس منظورشناسی در کلاس های آنها به ندرت بررسی شده است. این مطالعه میزان آگاهی معلمان زبان انگلیسی از منظور شناسی و تدریس آن در کلاس هایشان را بررسی کرده است. به همین منظور، 300 معلم زبان ایرانی به پرسشنامه ای شامل 30 سوال که دارای مؤلفه های "معلمان زبان"، "زبان آموزان"، " همکاران و موسسه ها" و " کتابهای درسی و امتحانات"  درباره آگاهی از آموزش منظورشناسی بود، پاسخ دادند و سپس کلاسهای 30 نفر از آنها براساس یک چک لیست شامل 20 عنوان مشاهده شد تا نحوه تدریس ویژگی های منظورشناسی در کلاس های آنها بررسی شود. نتایج مطالعه نشان داد که آگاهی معلمان از منظورشناسی  فقط در یکی از مؤلفه های پرسشنامه یعنی " معلمان زبان " که عمدتا در مورد مباحث نظری آموزش است ، قابل توجه است. با این حال، نتایج مشاهده نشان داد که آنها تدریس عملی منظورشناسی را به میزان قابل توجهی انجام نمی دهند. علاوه بر این،  تجربه معلمان نیز فقط بر مؤلفه "معلمان" تاثیر دارد. سطح پایین آگاهی و عملکرد مربوطه را می توان به این واقعیت نسبت داد که در مورد اقدامات عملی در مورد آموزش منظورشناسی توجه ناچیزی شده است در حالی که بر جنبه های نظری آموزش منظورشناسی  تاکید زیادی می شود.

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