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Exploring Novice and Experienced Iranian EFL Teachers’ Beliefs and Practices regarding Classroom Interactional Competence and Uncovering Reasons behind Their Belief-Practice Misalignment | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 6، دوره 9، شماره 3، مهر 2022، صفحه 131-158 اصل مقاله (1.15 M) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2022.16814.2021 | ||
| نویسندگان | ||
| Majid Nemati1؛ Seyed Reza Dashtestani2؛ Ahmad Izadi* 3 | ||
| 1Associate Professor, Faculty of Foreign Languages and Literatures, University of Tehran, Iran | ||
| 2Assistant Professor, University of Tehran, Faculty of Foreign Languages & Literature | ||
| 3University of Tehran | ||
| تاریخ دریافت: 02 بهمن 1400، تاریخ بازنگری: 11 فروردین 1401، تاریخ پذیرش: 17 فروردین 1401 | ||
| چکیده | ||
| Due to its significance in language teaching and learning, research on teachers’ classroom interactional competence (CIC) is well-visited in L2 classroom research; however, exploring EFL teachers’ beliefs about CIC and their actual instructional practices is a completely under-researched area. Accordingly, this study aimed to explore this belief-practice relationship in light of the role of teaching experience. To this end, 258 novice and experienced English teachers filled out a questionnaire about CIC. Then six teachers (three per group) were observed for 4 sessions, and the observed classes were video-recorded for following stimulated recall sessions. The results of the quantitative data analysis showed that novice and experienced teachers had significantly different beliefs with regard to maximizing interactional space, effective use of gestures, and increased awareness of unwillingness to participate (UTP). On the other hand, the results of the classroom observations and stimulated recall sessions indicated that although the two groups’ pedagogical practices were different from each other, the relationship between their beliefs and practices was not straightforward, and their practices were affected by internal and external factors at micro and macro levels including contextual factors, educational system, and constraints. The paper finally discusses implications for second language teachers and teacher educators by highlighting the significance of teachers’ reflective practice and their participation in CIC development workshops. | ||
| کلیدواژه‌ها | ||
| Classroom Interactional Competence (CIC)؛ Effective Use of Gestures؛ Increased Awareness of UTP؛ Maximizing Interactional Space؛ Teachers’ Beliefs and Practices | ||
| عنوان مقاله [English] | ||
| بررسی باورها و عملکرد معلمان کم‌تجربه و باتجربه زبان انگلیسی ایرانی در ارتباط با توانش تعاملی کلاسی و پی بردن به دلایل عدم تطابق باورها و عملکرد آنها | ||
| نویسندگان [English] | ||
| مجید نعمتی1؛ سید رضا دشتستانی2؛ احمد ایزدی3 | ||
| 1دانشیار آموزش زبان انگلیسی، دانشکده زبانها و ادبیات خارجی دانشگاه تهران، تهران، ایران | ||
| 2استادیار آموزش زبان انگلیسی، دانشکده زبانها و ادبیات خارجی دانشگاه تهران، تهران، ایران | ||
| 3دانشگاه تهران | ||
| چکیده [English] | ||
| به دلیل اهمیت توانش تعاملی کلاسی معلمان در آموزش و یادگیری زبان، مطالعات زیادی در مورد این موضوع در حوزه تحقیقات کلاسی انجام گرفته شده است. با این حال، بررسی باورهای معلمان زبان انگلیسی در مورد توانش تعاملی کلاسی و اقدامات آموزشی آنها در کلاس درس حوزه‌ای کاملاً جدید است. بر این اساس، مطالعه حاضر با هدف بررسی این رابطه‌ی باور-عمل با توجه به نقش تجربه‌ی تدریس انجام شد. بدین منظور 258 معلم کم‌تجربه و باتجربه زبان انگلیسی پرسشنامه‌ای در مورد توانش تعاملی کلاسی را تکمیل کردند. سپس شش معلم (سه نفر در هر گروه) به مدت چهار جلسه مشاهده شدند و کلاس های مشاهده شده برای جلسات یادآوری فرآیند فکری به صورت ویدئویی ضبط شدند. نتایج تجزیه و تحلیل داده‌های کمی نشان داد که معلمان مبتدی و باتجربه باورهای متفاوتی در خصوص به حداکثر رساندن فضای تعاملی، استفاده مؤثر از حرکات بدن و افزایش آگاهی نسبت به عدم تمایل دانش آموزان به مشارکت داشتند. از سوی دیگر، نتایج مشاهدات کلاسی و جلسات یادآوری فرآیند فکری نشان داد که اگرچه شیوه‌های آموزشی دو گروه با یکدیگر متفاوت است، رابطه‌ی بین باورها و عملکرد معلمان مستقیم نبود و عملکردشان تحت تأثیر عوامل درونی و بیرونی در سطوح خرد و کلان شامل عوامل زمینه‌ای، سیستم آموزشی و محدودیت ها بود. این پژوهش در انتها پیامدهایی را برای معلمان و مربیان معلمان مطرح می‌کند و اهمیت اقدام تفکری معلمان و شرکت کردن آنها در کارگاه های پیشرفت توانش تعاملی کلاسی را مورد تاکید قرار می دهد. | ||
| کلیدواژه‌ها [English] | ||
| توانش تعاملی کلاسی, استفاده موثر از حرکات بدن, افزایش هوشیاری نسبت به عدم تمایل دانش آموزان به مشارکت, افزایش فضای تعامل به بالاترین سطح, باورها و رفتارهای معلمان | ||
| مراجع | ||
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