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Proposing a Socioculturally-informed Syllabus to Teach Paragraph Writing for Iranian Undergraduate EFL learners: Materials, Methods and Assessment | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 3، دوره 5، شماره 1، اردیبهشت 2018، صفحه 47-72 اصل مقاله (853.69 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2019.9494.1250 | ||
| نویسندگان | ||
| Omid Mallahi* 1؛ Mahboobeh Saadat2 | ||
| 1English Language Teaching Group, Hormozgan University | ||
| 2Department of Foreign Language and Linguistics, Shiraz University | ||
| تاریخ دریافت: 25 مهر 1397، تاریخ بازنگری: 14 اردیبهشت 1398، تاریخ پذیرش: 22 اردیبهشت 1398 | ||
| چکیده | ||
| Due to the importance of humanistic and learner-centered views of language teaching, many instructors and curriculum planners are sensitive of the learners’ needs in creating tailor-made instructional programs and designing effective syllabus for their courses. Accordingly, the present study used a needs analysis procedure to inspect a group of Iranian undergraduate EFL learners’ problems and needs in writing. In fact, the primary stakeholders’ (i.e., 58 learners and 3 writing instructors) views regarding the students’ difficulties in writing and their expectations and suggestions regarding the roles and effects of the writing course, instructors and the materials on resolving their problems and, thus, improving their writing ability were explored by using two sets of open-ended surveys. Subsequently, in light of the findings of the study a socioculturally-informed syllabus, which can guide the selection of materials, teaching methods and assessment techniques in a writing course, was proposed and elaborated upon. Insights provided by the present study can be useful for writing teachers, researchers, and possibly syllabus designers and curriculum planners, to design an appropriate and accountable writing course for their learners to identify and resolve their problems and, thus, enhance their writing quality. | ||
| کلیدواژه‌ها | ||
| EFL writing؛ Needs analysis؛ Sociocultural theory؛ Syllabus design | ||
| عنوان مقاله [English] | ||
| پیشنهاد یک برنامه درسی براساس نظریه فرهنگی و اجتماعی برای تدریس نگارش برای دانشجویان ایرانی رشته زبان انگلیسی: مواد درسی، روش های تدریس و تکنیک های ارزیابی | ||
| نویسندگان [English] | ||
| امید ملاحی1؛ محبوبه سعادت2 | ||
| چکیده [English] | ||
| به خاطر اهمیت دیدگاه های انسان گرایانه و فراگیر-محور در آموزش زبان، مدرسان و برنامه ریزان درسی بسیاری نسبت به نیازهای فراگیران حساس شده اند و درصدد ساخت برنامه های درسی مناسب و موثر برای دوره های آموزشی خود بوده اند. برهمین اساس، تحقیق کنونی از رویکرد تحلیل نیازها استفاده نمود تا به ارزیابی مشکلات و نیازهای گروهی از فراگیران رشته زبان انگلیسی در درس نگارش بپردازد. درحقیقت، دیدگاه های 58 فراگیر و سه مدرس درس نگارش درباره مشکلات، انتظارات و پیشنهادهای آنها درباره نقش و تأثیرات دوره های آموزشی، مدرسان و مواد درسی روی حل مشکلات فراگیران و تقویت مهارت نگارش آنها با استفاده از دو مجموعه پرسشنامه باز مورد ارزیابی قرار گرفت. سپس با اساس یافته های بدست آمده یک برنامه درسی بر اساس اصول نظریه فرهنگی و اجتماعی پیشنهاد شد که می تواند به انتخاب مواد درسی، روشهای تدریس و تکنیک های ارزیابی کمک کند. بینش های بدست آمده از مطالعه کنونی می تواند برای مدرسان درس نگارش، محققان و برنامه ریزان درسی مناسب باشد تا به تدوین دوره های مناسب درسی بپردازند و با شناسایی و حل مشکلات فراگیران کیفیت نگارش آنها را ارتقاد دهند. | ||
| کلیدواژه‌ها [English] | ||
| نگارش انگلیسی, تحلیل نیازها, نظریه فرهنگی-اجتماعی, طراحی برنامه درسی | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 667 تعداد دریافت فایل اصل مقاله: 824 |
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