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EAP Teacher Cognition: A Qualitative Study of Iranian In-Service EAP Teachers' Cognitions | ||
Journal of Language Horizons | ||
مقاله 2، دوره 1، شماره 2، بهمن 2017، صفحه 31-56 اصل مقاله (517.47 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2018.15173.1055 | ||
نویسندگان | ||
Mahmoud reza Atai1؛ Esmat Babaii2؛ Behruz Lotfi Gaskaree* 3 | ||
1Professor of applied linguistics, Kharazmi University | ||
2Associate professor of applied linguistics, Kharazmi University | ||
3Ph.D candidate in TEFL, Kharazmi University, Tehran, Iran | ||
چکیده | ||
Teaching English for Academic Purposes (EAP) requires specific qualifications on the part of teachers for which reconstruction of cognitions on EAP is a prerequisite. Previous studies have largely taken the quality of teachers' EAP cognitions for granted and few studies, if any, have sought to examine in-service teachers' tacitly-held cognitions on EAP. This study aimed to examine in-service teachers' cognitions on key EAP issues including EAP goals, distinction between EAP and English for General Purposes (EGP), and EAP teacher qualifications as well as roles. Data were collected through semi-structured interviews and life-history narratives from nine EAP practitioners at a state university in Iran. Results showed that the teachers' cognitions were mainly incongruent with the EAP principles. A close relationship was also found among individual teachers' cognitions on different key issues. It is concluded that despite their past practical experience, in-service EAP teachers' cognitions might be limited and in need of reconstruction. The findings may promise some implications for EAP teacher education and research. | ||
کلیدواژهها | ||
Content teachers؛ EAP/ EGP؛ In-service EAP teachers؛ Teacher cognition؛ Quality of cognition | ||
عنوان مقاله [English] | ||
ذهنیت شناسی مدرسین زبان انگلیسی برای اهداف آکادمیک: مطالعه کیفی ذهنیت معلمین ضمن خدمت انگلیسی برای اهداف آکادمیک | ||
نویسندگان [English] | ||
محمود رضا عطایی1؛ عصمت بابایی2؛ بهروز لطفی گسکریی3 | ||
1استاد زبانشناسی کاربردی دانشگاه خوارزمی | ||
2دانشیار زبان شناسی کاربردی دانشگاه خوارزمی | ||
3دانشجوی دکتری TEFL، دانشگاه خوارزمی، تهران، ایران | ||
چکیده [English] | ||
تدریس انگلیسی برای اهداف آکادمیک نیازمند کسب مهارت های خاص از جانب مدرسین و بازسازی ذهنیت آنها متناسب با اهداف این رشته می باشد. مطالعات قبلی کیفیت ذهنیت مدرسین را بدیهی دانسته و پژوهشهای اندکی به موضوع ذهنیت شناسی این معلمین در ضمن خدمت پرداخته است. در مطالعه حاضر، ذهنیت مدرسین ضمن خدمت انگلیسی برای اهداف آکادمیک در مورد مسائل مهم این رشته شامل اهداف آموزشی آن، تفاوتهای آموزش انگلیسی برای اهداف آکادمیک با آموزش انگلیسی عمومی و ویژگی ها و نقشهای مدرسین مربوطه مورد بررسی قرار گرفت. با استفاده از مصاحبه و روایتگری، اطلاعات لازم از تعداد نه مدرس انگلیسی برای اهداف آکادمیک در یکی از دانشگاههای دولتی ایران گردآوری شد. نتایج نشان داد که ذهنیت معلمین، بطور گسترده ای با اصول نگلیسی برای اهداف آکادمیک همخوانی ندارد. یافته ها همچنین نشان داد که بین ذهنیت هرکدام از مدرسین برروی مسائل مختلف و مهم رابطه نزدیک وجود دارد. این مطالعه بر اساس یافته ها نتیجه می گیرد که ذهنیت مدرسین ضمن خدمت انگلیسی برای اهداف آکادمیک، علی رغم تجربه آنها ممکن است محدود و نیازمند بازسازی باشد. در پایان، این مقاله پیشنهادهایی برای برنامه تربیت دبیر و پژوهشگران انگلیسی برای اهداف آکادمیک ارائه می نماید. | ||
کلیدواژهها [English] | ||
انگلیسی برای اهداف آکادمیک, انگلیسی برای اهداف عمومی, ذهنیت معلم, کیفیت ذهنیت, مدرسین ضمن خدمت انگلیسی برای اهداف آکادمیک | ||
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