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Interactional Characteristics of Contingency in Dyadic Teacher-Student Scaffolding Interactions: A Case of Iranian Novice and Experienced Language Teachers | ||
| Journal of Modern Research in English Language Studies | ||
| دوره 9، شماره 4، دی 2022، صفحه 169-190 اصل مقاله (800.53 K) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2022.17053.2043 | ||
| نویسندگان | ||
| Mohammad khatib* 1؛ Amir Kardoust2 | ||
| 1Allameh Tabataba University | ||
| 2Allameh Tabataba'i University | ||
| تاریخ دریافت: 09 فروردین 1401، تاریخ بازنگری: 05 تیر 1401، تاریخ پذیرش: 15 تیر 1401 | ||
| چکیده | ||
| Contingency has been claimed to be the central component of scaffolding. By contingency, a calibrated amount of help is provided for the learner. Different methods have been used to study contingency. In this study, contingency has been examined from the conversation analysis perspective in dyadic teacher-learner scaffolding interactions. To reach this aim, a convenience sample of Iranian novice and experienced English language teachers were studied in a non-governmental language institute in Tehran. Three novice and three experienced teachers were video-recorded for a 90-minute session each to yield a 9-hour corpus. After meeting official protocols, the recordings were transcribed using conversation analysis conventions. The results revealed differences between novice and experienced language teachers. Novice language teachers were less contingent towards their learners as they used more high-support moves like exposed corrections while the experienced language teachers used more low-support moves. Novice language teachers initiated more other-initiated-other-repair interactions but experienced language teachers initiated other-initiated-self-repairs. The claims of understanding were also treated differently in the scaffolding interactions. Novice language teachers treated claims of understanding as demonstrations and they did not follow them while experienced language teachers followed learners’ claims of understanding to ensure learning. Implications for language teachers and educators are then discussed. | ||
| کلیدواژه‌ها | ||
| "contingency"؛ " scaffolding"؛ " conversation analysis"؛ "novice"؛ "experienced" | ||
| عنوان مقاله [English] | ||
| ویژگیهای پاسخگری در تعاملات تکیه گاه سازی معلم و دانش آموز: مطالعه معلمان باتجربه و تازه کار ایرانی | ||
| نویسندگان [English] | ||
| محمد خطیب1؛ امیر کاردوست2 | ||
| 1دانشگاه علامه طباطبائی تهران | ||
| 2دانشگاه علامه طباطبایی تهران | ||
| چکیده [English] | ||
| پاسخ گری به عنوان اصلی ترین بخش تکیه گاه سازی مورد توجه قرار گرفته است. در پاسخ گری مقدار مشخصی از حمایت آموزشی در اختیار یادگیرنده قرار می گیرد. در این مطالعه، پاسخ گری از منظر تحلیل مکالمه در تعاملات تکیه گاه سازی آموزشی بین معلم و یادگیرنده مورد بررسی قرار گرفته است. برای دستیابی به این هدف، گروهی از معلمان ایرانی تازه کار و باتجربه زبان انگلیسی در یکی از مؤسسات زبان غیردولتی در تهران مورد مطالعه قرار گرفتند. سه معلم تازه کار و سه معلم باتجربه هر کدام برای یک جلسه 90 دقیقه ای فیلمبرداری شدند تا یک مجموعه 9 ساعته به دست آید. پس از در نظر گرفتن پروتکل‌های رسمی، ویدئو های ضبط شده با استفاده از قراردادهای تحلیل مکالمه پیاده سازی شدند. نتایج تفاوت بین معلمان تازه کار و با تجربه را نشان داد. معلمان تازه کار نسبت به یادگیرندگان خود پاسخ گری کمتری داشتند زیرا از تکنیک های پاسخ گری با پشتیبانی بالا مانند اصلاحات آشکار استفاده می کردند در حالی که معلمان با تجربه بیشتر از تکنیک های با حمایت کم استفاده می کردند. معلمان تازه کار در ترمیم اشکالات، تزمیم را از دانش آموزش شروع و خودشان ترمیم را به پایان می رساندند اما معلمان با تجربه ترمیم را از دانش آموز شروع می کردند و خود دانش آموز ترمیم را به پایان می رساند. معلمان تازه کار همچنین ادعاهای درک را به عنوان درک نهایی تلقی می کردند در حالی که معلمان باتجربه ادعاهای یادگیرندگان را برای اطمینان از یادگیری دنبال می کردند. در انتها، نتایج مطالعه برای معلمان و مربیان زبان مورد بحث قرار می گیرد. | ||
| کلیدواژه‌ها [English] | ||
| پاسخگری, تکیه گاه سازی, تجزیه و تحلیل مکالمه, تازه کار, باتجربه | ||
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