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Novice EFL Teachers' Preconceptions of Teaching English: A Case Study of Iranian Private Institutes | ||
Journal of Language Horizons | ||
دوره 5، شماره 1 - شماره پیاپی 9، فروردین 2021، صفحه 31-50 اصل مقاله (824.46 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2020.31478.1309 | ||
نویسندگان | ||
Amin Karimnia* 1؛ Leila Barbareh2 | ||
1Associate professor, Department of English, Fasa Branch, Islamic Azad University, Fasa, Iran. | ||
2MA graduate in TEFL, Department of English, Fasa Branch, Islamic Azad University, Fasa, Iran | ||
چکیده | ||
As a growing trend in the cognitive approach to teaching, exploring teachers’ preconceptions can help to reveal various underlying dimensions that could leave significant impacts on the teaching process. Such preconceptions, of course, are very important in the case of novice teachers, particularly English as foreign language (EFL) ones, who have started to shape or re-shape their ideas about teaching. This study investigated Iranian EFL novice teachers’ preconceptions at private institutes, following three purposes: (a) it tried to find any possibly existing underlying preconceptions about teaching in the teachers; (b) it sought to detect any similar patterns in their ideas; and (c) it intended to find the metaphorical expressions the teachers used to share their experiences of teaching English. To trace any similarities in the novice teachers' preconceptions, copies of a questionnaire including twelve items werecompleted by a sample of novice EFL teachers (43 males/females). The data analysis revealed five factors underlying the preconceptions: learning, students' problem solving, teachers' role, instruction, and good teacher. Moreover, to investigate the metaphorical expressions, 20-miniute semi-structured interviews were arranged with five EFL novice teachers. The interviews revealed that the participants employed metaphors in sharing their teaching-related experiences. | ||
کلیدواژهها | ||
preconception؛ metaphor؛ novice teachers؛ EFL teachers؛ cognitive psychology | ||
عنوان مقاله [English] | ||
پیشپنداشتهای معلمانِ تازهکارِ انگلیسی در آموزشِ زبان انگلیسی: بررسی موردیِ مؤسسههای خصوصی در ایران | ||
نویسندگان [English] | ||
امین کریمنیا1؛ لیلا برباره2 | ||
1دانشیار زبانشناسی کاربردی، گروه زبان انگلیسی، هیأت علمی دانشگاه آزاد اسلامی، واحد فسا، ایران. | ||
2کارشناس ارشد آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد فسا، ایران | ||
چکیده [English] | ||
شناسایی پیشپنداشتهای معلمها، به عنوان روندی روبهرشد در رویکردی شناختی به آموزش، میتواند به آشکارسازی جنبههای زیربنایی گوناگونی کمک کند که تأثیرات معناداری بر فرایند آموزش خواهند داشت. چنین پیشپنداشتهایی، بیگمان، در رابطه با آموزگاران تازهکار، به ویژه معلمهای دورة زبان انگلیسی به عنوان زبان خارجی، اهمیت بسیاری دارند، معلمهایی که در خصوصِ آموزش، به شکلدهی یا تغییرِ شکلِ ایدههای خود دست میزنند. این پژوهش، پیشپنداشتهای معلمهای تازهکار زبانِ انگلیسی در مؤسسههای خصوصی ایران را با سه هدف پیشِ رو بررسی کردهاست: (الف) در پی وجود احتمالِ هر پیشپنداشت در مورد تدریس در معلمان بودهاست، (ب) به دنبالِ کشفِ هر الگوی مشابهی در نظرات آنها بودهاست (پ) بر آن بوده تا عبارات استعارهای را بیابد که آموزگاران برای به اشتراک گذاشتن تجربیاتشان در ارتباط با آموزش زبان انگلیسی به کار بردهاند. برای یافتن شباهتهای پیشپنداشتهای معلمهای تازهکار، رونوشتهایی از یک پرسشنامة مشتمل بر دوازده مقوله بهره گرفته شد که توسط نمونهای از معلمان زبان انگلیسی تازهکار (43 مرد/زن) پاسخ داده شدند. تحلیل داده پنج عامل زیربنایی پیشپنداشتها را نشان داد: یادگیری، حل مسئله دانشآموزان، نقش آموزگاران، تدریس و معلم خوب. افزون بر این، برای بررسی عبارتهای استعارهای، مصاحبههای نیمهساختاریافتة 20 دقیقهای با 5 معلم تازهکار، انجام شد. مصاحبهها نشان دادند که شرکتکنندگان از استعارهها برای به اشتراک گذاشتن تجربههای آموزشی خود بهره میبرند. | ||
کلیدواژهها [English] | ||
پیشپنداشتها, استعاره, معلمان تازهکار, آموزگاران زبان انگلیسی به عنوان زبان خارجی, روانشناسی شناختی | ||
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