Teaching English Language

Teaching English Language

طراحی و اعتبارسنجی فرم مشاهده کاربرد کلان راهبردهای تدریس زبان انگلیسی: تاکید برتجربه تدریس

نوع مقاله : مقاله پژوهشی

نویسندگان
1 گروه زبان انگلیسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
2 گروه زبان انگلیسی،واحد تبریز، دانشگاه آزاد اسلامی ، تبریز، ایران
3 گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
10.22132/tel.2025.423011.1554
چکیده
صاحب نظران در مورد نقش محوری معلمان زبان انگلیسی در افزایش فرصت های یادگیری و ارتقاء یادگیری زبان آموزان اتفاق نظر دارند. از این منظر، چارچوب کلان‌راهبردی پسامتد به عنوان چشم‌اندازی نظری برای ایجاد درک بهتر معلمان از شیوه های موثر تطبیق برخی از این کلان راهبرد ها با شرایط محلی گوناگون مطرح گردید. با وجود اهمیت مفهومی این چارچوب، تبدیل آن به ابزاری کاربردی در راستای تفکر در تدریس خود و مشاهده‌ی همتایان مستلزم بومی‌سازی و عملیاتی‌سازی آن است. پژوهش حاضر در تلاشی برای رفع این کمبود با هدف طراحی و اعتبار سنجی یک فرم مشاهده‌ی حساس به بافت و مبتنی بر شش کلان‌راهبردِ اساسی مرتبط به بافت ایران انجام گرفت. در ابتدا بر اساس مرور پیشینه وسیع و مشاوره با خبرگان آموزش زبان، فرم مشاهده ایی شامل ۴۴ گویه با مقیاس لیکرت پنج‌درجه‌ای طراحی گردید. سپس فرم اولیه با مشارکت ۴۳ معلم ایرانی زبان انگلیسی که با استفاده از نمونه‌گیری خوشه‌ای از تبریز و شاهین‌دژ انتخاب شدند و از طریق تحلیل مؤلفه‌های اصلی (PCA) اعتبارسنجی شد که در نهایت ۲۶ گویه آن حفظ گردید. سپس ابزار اعتبارسنجی شده در مشاهده‌ی عملکرد کلاسی ۱۰ معلم باتجربه و ۱۰ معلم تازه کار که به‌صورت تصادفی از مؤسسات زبان محلی انتخاب شده بودند به کار گرفته شد. تحلیل داده های حاصل با استفاده آزمون واریانس چندمتغیری  (MANOVA) نشان داد که میزان کاربرد معلمان از این کلان‌ راهبردها کمتر از سطح مطلوب بود. علاوه بر این، نتایج نشان داد که کاربرد معلمان از این راهبردها به صورت معناداری متاثر از تجربه تدریس آنان است که در برآورد اندازه‌ی اثر نیز مشاهده گردید. یافته‌های تحقیق حاضر کاربردهای عملی برای برنامه‌ریزان درسی و مدرسان پیشنهاد می کند که می تواند به ترویج و بهبود تدریس زبان انگلیسی کمک کند

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انتشار آنلاین از 18 آذر 1404

  • تاریخ دریافت 27 دی 1402
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