بررسی درک معلمان زبان انگلیسی از آموزش زبان مبتنی بر وظیفه برای مهارت‌های گفتاری

نوع مقاله : مقاله پژوهشی

چکیده

ظرفیت برقراری ارتباط به زبان انگلیسی فرصت های کسب و غنی سازی دانش، گسترش زندگی اجتماعی و تعامل با افراد بیشتری از سراسر جهان را افزایش می دهد. با این حال، به دلیل عدم تخصص و اعتماد به نفس، دانش آموزان در بیان ایده های خود به زبان مقصد مشکل دارند. این مطالعه با هدف تعیین درک معلمان زبان انگلیسی از مزایا و مشکلات مرتبط با افزایش توانایی‌های گفتاری دانش‌آموزان از طریق آموزش زبان مبتنی بر وظیفه (TBLT) انجام شد. این پژوهش با رویکرد توصیفی کیفی، شامل مصاحبه و توزیع پرسشنامه بود. مصاحبه داده های اولیه را ارائه کرد، در حالی که پرسشنامه داده های ثانویه را ارائه کرد. ده مربی انگلیسی از مدرسه ای در شمال سوماترا به دلیل تجربه استفاده از TBLT برای بهبود توانایی های گفتاری دانش آموزان به طور هدفمند انتخاب شدند. تجزیه و تحلیل کیفی این مطالعه نشان داد که معلمان درک مطلوبی از اجرای TBLT داشتند. آنها اذعان کردند که TBLT با تشویق دانش آموزان به شرکت در تمرین فعال و مشارکت در تکمیل فعالیت های ارتباطی در زبان مقصد به تمرین تدریس آنها کمک می کند. با این حال، مشکلاتی در ابداع معلمان در ابداع تکالیف ارتباطی که با نیازها و انتظارات دانش‌آموزان مطابقت دارد، با توجه به زمینه‌ها و مشاغل متنوع آنها، به وجود می‌آید.

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