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Sculpting English Language Teaching Materials: A Narrative Self-Study of a Practicing Materials Developer | ||
| Journal of Language Horizons | ||
| دوره 4، شماره 1 - شماره پیاپی 7، فروردین 2020، صفحه 201-225 اصل مقاله (709.08 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.29725.1242 | ||
| نویسندگان | ||
| Seyyedeh Fahimeh Parsaiyan* 1؛ Sue-San Ghahremani Ghajar2؛ Mahsa Sohrabi3 | ||
| 1Assistant Professor, Department of English, Faculty of Literature, Al-Zahra University, Tehran, Iran | ||
| 2Associate Professor, Department of English, Faculty of Literature, Al-Zahra University, Tehran, Iran | ||
| 3M.A. in TEFL, Department of English Language and Literature, Faculty of Literature, Alzahra University | ||
| چکیده | ||
| The present qualitative study narrates the challenges and identity changes experienced by an Iranian English as a Foreign Language (EFL) teacher taking her initial steps in developing second language reading materials through recreating the anecdotes of a Persian classic poet. Her descriptive and analytic field notes while designing the materials, feedbacks received from two advisors and six language teachers, and various drafts of the developed materials as documents formed the data for this self-study. Meticulous analysis of the data revealed the ways by which the practicing materials developer revisited a number of normative assumptions which had permeated her cognition; started to see materials development as art; and practiced self-reliance, creativity, respect, and ownership. Given the paucity of narrative enquiries focusing on materials developers’ identity (re)-construction, the present study is hoped to provide a richer understanding of the processes involved in generating classroom materials. | ||
| کلیدواژهها | ||
| English Language Teaching؛ Identity (Re)-construction؛ Materials Development؛ Narrative Enquiry؛ Self-study | ||
| عنوان مقاله [English] | ||
| تندیسگری مواد آموزشی زبان انگلیسی: خودپژوهی روایی یک طراح مواد آموزشی | ||
| نویسندگان [English] | ||
| سیده فهیمه پارسائیان1؛ سوسن قهرمانی قاجار2؛ مهسا سهرابی3 | ||
| 1استادیار گروه زبان انگلیسی، دانشکدۀ ادبیات، دانشگاه الزهراء (س)، تهران، ایران | ||
| 2دانشیار گروه زبان انگلیسی، دانشکدۀ ادبیات، دانشگاه الزهراء (س)، تهران، ایران | ||
| 3کارشناس ارشد آموزش زبان انگلیسی، دانشگاه الزهرا (س) ، تهران، ایران | ||
| چکیده [English] | ||
| پژوهش کیفی پیش رو به نقل چالشها و تغییرات هویتی یک مدرس ایرانی زبان انگلیسی بهعنوان زبان خارجی پرداخته که نخستین گامهای خود را در تهیه و تدوین متون خواندنِ زبان دوم ازطریق بازآفرینی داستانهای یک شاعر کلاسیک فارسی برداشته است. یادداشتهای توصیفی و تحلیلی در مراحل طراحی متون درسی، بازخوردهای دریافتی از دو مشاور و شش معلم زبان انگلیسی و پیشنویسهای متعدد مواد آموزشی دردست تهیه، اسنادی بودند که دادههای این خودپژوهی را تشکیل دادند. بررسی موشکافانۀ دادهها نشان داد که مدرس همگام با کسب نگاهی نو به تهیه و تدوین مطالب درسی همچون یک هنر و تمرین خودکفایی، خلاقیت، احترام و مالکیت، به بازنگری برخی از مفروضات ذهنی نهادینهشدۀ خود پرداخت. نظر به کمبود پژوهشهای روایی با محور ساخت و بازساخت هویت تهیهکنندگان مطالب درسی، امید میرود پژوهش کنونی به درک عمیقتر فرایند خلق مواد آموزشی یاری رساند. | ||
| کلیدواژهها [English] | ||
| آموزش زبان انگلیسی, (باز) ساخت هویت, تدوین مطالب درسی, پژوهش روایی, خودپژوهی | ||
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آمار تعداد مشاهده مقاله: 470 تعداد دریافت فایل اصل مقاله: 594 |
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