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Task-Based Reading Course for EFL Teacher Trainees with Different Experiential Learning Styles: A Transformative Orientation | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 4، دوره 4، شماره 2، تیر 2017، صفحه 78-63 اصل مقاله (366.77 K) | ||
| نویسندگان | ||
| Amin Khanjani1؛ Fereidoon Vahdany2؛ Manoochehr Jafarigohar3 | ||
| 1Ph.D Candidate, Payame Noor University, Tehran, Iran | ||
| 2Assistant Professor, Payame Noor University, Tehran, Iran | ||
| 3Associate Professor, Payame Noor University, Tehran, Iran | ||
| تاریخ دریافت: 14 آذر 1396، تاریخ پذیرش: 14 آذر 1396 | ||
| چکیده | ||
| Teacher education programs are ought to deal with the issue of language proficiency. Moreover, finding appropriate framework to help prospective teachers with different learning styles to transform the acquired knowledge and skills into actual teaching practice is highly promising. Task Based Instruction (TBI) might pave the way for such transformative learning. This study attempted to testify this hypothesis. To this end, among 105 available EFL teacher trainees, who were instructed through the TBI, 76 trainees in four experiential learning styles (n = 19), were selected for further analysis. There was no control group in this study. The trainees were first selected through convenience sampling; they were then administered to experiential learning style inventory. Through a mixed-method design, the TBI and experiential learning style effects on trainees’ reading skills and transformation of the acquired skills were examined. A wide range of qualitative and quantitative instruments were implemented in this study. The results of the questionnaires, tests and observation checklist were analyzed quantitatively. For interview results, both quantitative (percentages) and qualitative analysis were employed. The results demonstrated that the TBI had a significant effect on trainees’ reading skills; the transformation was also observed. However, no significant effect of experiential learning styles was observed. At the end, some recommendations are provided. | ||
| عنوان مقاله [English] | ||
| تاثیر آموزش فعالیت-محور بر ارتقاء مهارت خواندن دانشجویان دبیری زبان انگلیسی با سبک های یادگیری تجربی متفاوت | ||
| نویسندگان [English] | ||
| امین خانجانی1؛ فریدون وحدانی2؛ منصور جعفری گوهر3 | ||
| چکیده [English] | ||
| دوره های تربیت دبیرزبان انگلیسی بایستی به مقوله دانش زبانی دانشجو-معلمان توجه ویژه داشته باشند. همچنین پیدا کردن یک قالب مناسب برای کمک به این دانشجو-معلمان با سبک های یادگیری متفاوت از اهمیت فوق العاده ای برخوردار است چرا که میتواند به انتقال و بکارگیری دانش و مهارت های کسب شده در تدریس آینده آنها بیانجامد. آموزش کار-محور از جمله این الگوهای آموزشی است. پژوهش حاضر برای آزمودن این موضوع انجام گرفت. بدین منظور، از میان 105 دانشجوی تربیت دبیر زبان انگلیسی، 76 نفر به چهار گروه 19 نفره با سبکهای یادگیری تجربی متفاوت تقسیم بندی شدند و تحت آموزش کار-محور قرار گرفتند. با استفاده از روش ترکیبی، اثر سبک یادگیری تجربی و آموزش کار-محور بر ارتقا مهارت خواندن دانشجو-معلمان و همچنین انتقال و بکارگیری این دانش در تدریس آینده آنها مورد ارزیابی قرار گرفت. نتایج پرسشنامه، آزمودنی و چک لیست مشاهده به صورت کمی و نتایج مصاحبه نیمه-سازمان یافته هم به صورت کمی و هم به صورت کیفی مورد بررسی قرار گرفت. نتایج نشان داد که آموزش کار-محور تاثیر معنا داری روی مهارت خواندن دانشجو-معلمان و همجنین انتقال این دانش و مهارت در تدریس آنها داشت اما سبک یادگیری تجربی فاقد چنین تاثیر معنا دار بود. | ||
| کلیدواژه‌ها [English] | ||
| آموزش کار-محور, دوره تربیت دبیر, زبان انگلیسی, سبک یادگیری تجربی, خواندن | ||
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