ناصر رشیدی

ناصر رشیدی

مطالب
ترتیب بر اساس: جدیدترینپربازدید‌ترین

فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۲۰ مورد از کل ۳۲ مورد.
۱.

Classroom Interaction, Learner Autonomy, Pedagogical Scaffolding, and Learner Identity: A Structural Equation Modelling Approach(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۴۲, Issue ۱, Winter ۲۰۲۳ 147 - 183

کلید واژه ها: Classroom interaction learner autonomy Learner Identity Learner Needs Pedagogical Scaffolding

حوزه های تخصصی:
تعداد بازدید : ۲۵۳ تعداد دانلود : ۱۶۲
The newly demanded language learning methodologies can exhibit their maximum efficiency if they are monitored meticulously and regularly in their particular contexts of application. The prerequisite would be putting educational programs in the spotlight and identifying the decisive elements of each learning context. Accordingly, based on the solicited responses from 638 students, in this study, a scale was developed and validated to inquire into the participants’ perceptions about the extent to which classroom interaction, learner needs, learner autonomy, pedagogical scaffolding, and learner identity could regulate learning activities in Iranian academic contexts. Importing the survey results to AMOS 22, we tested and validated a hypothetical model of the addressed variables. The validated model supported the interwoven relationships of the study variables and the pivotal role of interaction in regulating, predicting, shaping, and explaining the behaviors of other variables. The results can raise awareness of the sociocultural manifestations of classroom interaction, learner needs, learner autonomy, pedagogical scaffolding, and learner identity in Iranian TEFL programs and encourage highly positive developments and generally accepted practices to improve the status quo. Decision-makers and stakeholders can also gain a detailed insight into how sociocultural variables interrelate and accordingly coordinate their social and educational policies and measures.
۲.

A Comparative Study of Sustainability Education among Iranian EFL Instructors and Social Sciences Instructors(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۲ , N. ۱ , ۲۰۲۳ 45 - 72

کلید واژه ها: Sustainability sustainability literacy sustainability implementation sustainability education

حوزه های تخصصی:
تعداد بازدید : ۱۴۹ تعداد دانلود : ۱۲۹
During the twentieth century, the views of sustainability and its vital contribution to the refinement of education systems have become so momentous that many researchers have sought to remove barriers to achieving sustainability in the education system and across disciplines. Yet, such research has been less common in the humanities. Hence, the present study tried to depict a picture of the strengths and shortcomings of EFL and Social Sciences (SS) instructors in terms of sustainability literacy, sustainability implementation, and eventually Sustainability Education (SE). Moreover, it provides the readers with the status of SE in EFL and SS faculties in Iran and offers clear recommendations for how and in which specific areas to adopt interdisciplinary approaches for SE development. This comparative study can pave the way for further practical studies in these areas through a quantitative method using a researcher-developed questionnaire with 300 participants. It proved that SS instructors have the potential to make outstanding contributions to sustainability literacy enhancement and EFL instructors are well aware of the strategies which work for sustainability implementation. It also came down in favor of the specific courses which should be incorporated into all-round teacher education policy. The study can be an important step towards teacher education reform and has implications for different fields of humanities. It has been implied that multidisciplinary approaches can bring about livelier and more effective teacher training programs. 
۳.

تحلیل روایت خودبخششی در میان دانشجویان ایرانی(مقاله علمی وزارت علوم)

نویسنده:
منبع: روانشناسی سال ۲۶ پاییز ۱۴۰۱ شماره ۳ (پیاپی ۱۰۳) 232 - 241

کلید واژه ها: خودبخششی نگهدارنده خودبخششی تبدیلی شبه خودبخششی تحلیل روایت

حوزه های تخصصی:
تعداد بازدید : ۲۱۳ تعداد دانلود : ۱۱۱
خودبخششی اصیل واکنشی سازگارانه در مواجهه با خودی است که دچار خطای اخلاقی شده است. دشواری های روانشناختی در تجربه خودبخششی عمده دلیل علاقه مندی پژوهشگران به این حوزه است. در این پژوهش تجربه خودبخششی دانشجویان با رویکرد تحلیل روایت مضمونی مورد کندوکاو قرار گرفت. شرکت کنندگان پژوهش 6 نفر از دانشجویان بودند که تجربه خودبخششی داشتند. جهت گردآوری داده ها از مصاحبه روایتی استفاده شد. در نتیجه تجزیه و تحلیل روایت ها بر پایه ادبیات پژوهش سه مضمون اصلی خودبخششی نگهدارنده، خودبخششی تبدیلی و شبه خودبخششی استخراج شد. در میان اکثر مشارکت کنندگان تجربه خودبخششی از نوع نگهدارنده بود. یافته های این پژوهش می تواند ابعاد گسترده تری از جنبه های شناختی و عاطفی نحوه برخورد افراد با چالش های زندگی را روشن سازد. هیجان های منفی مختلفی که افراد در مقابله با مشکلات زندگی تجربه می کنند از پایه های اساسی بروز اختلال های خلقی و اضطرابی در آینده می شود. شناخت دقیق تر و بیشتر چگونگی مواجهه با این هیجانات و بخشش خود مسیر درمان این اختلال ها را تسهیل و تسریع خواهد کرد.
۴.

The Relationship Between Iranian EFL Teachers’ Conceptions of Assessment and Their Self-efficacy

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۲, Issue ۲, Summer and Autumn ۲۰۲۲ 59 - 75

کلید واژه ها: Assessment Conception of assessment Self-Efficacy EFL Teachers

حوزه های تخصصی:
تعداد بازدید : ۱۵۳ تعداد دانلود : ۱۱۲
This study investigated the relationships between Iranian EFL teachers’ conceptions of assessment and their self-efficacy. For this purpose, 154 Iranian EFL teachers were selected through purposeful sampling and completed the 27-item teachers’ conceptions of assessment scale (TCoA) (Brown, 2006), and the 24-item teachers’ self-efficacy scale (Tschannen-Moran & Hoy, 2001). Multiple regression analysis and ANOVA were used to analyze the data. The results showed that teachers considered assessment as a tool to determine how much have their students learned from instruction, assessment results can be used to modify teaching practices and assessment processes may be inaccurate. Moreover, they argued that assessment is an indicator of school performance and, at the same time, assessment results should be treated cautiously. In addition, the results showed that Iranian EFL teachers had a high level of self-efficacy, were good at asking appropriate questions and answering students’ difficult questions, can assess students’ learning, and provide alternative explanations and examples when learners are confused. The results of multiple regression analysis showed that school accountability and irrelevance predicted students’ engagement, students’ accountability predicted classroom management and improvement predicted instructional strategies. These results may have some implications for EFL teachers' professional development.
۵.

A Corpus-driven Study on Identity Option Depicted in the Academic Essays Written by University Students: A Transformative Mixed-Method Design(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۲۴, No. ۲, September ۲۰۲۱ 57 - 81

کلید واژه ها: Identity Option authorial identity Identity Indicators Identity Variables Self-legitimacy Epistemological preferences

حوزه های تخصصی:
تعداد بازدید : ۵۹ تعداد دانلود : ۴۶
Authorial identity is a notion refers to the way an author expresses their sense of self, employs their agency, and develops their academic discourse. Following a transformative mixed-method design, and by adopting Fairclough's (1992) Discourse as Text, Interaction, and Context framework, authorial identity option was investigated among university students. To this end, 540 essays written by university students were examined in terms of identity-related factors, i.e. social factors", "agency", "knowledge & discourses", "gender", "group", "education", as well as "disciplinary group" and "presentation or non-presentation of authorial identity". The results of the study showed that authorial identity is a complex process restructured through the process of negotiation with various individual, discoursal, sociocultural, and demographic characteristics. It was concluded that those identity-related factors may develop individuals to consider self-legitimacy in employing authorial identity, though it is also rooted in epistemological preferences of their disciplines.
۶.

آموزش ادراکی سیستمی: تاثیر سه نوع تفکر کلامی در یادگیری وجه مجهول توسط فراگیران انگلیسی به عنوان زبان دوم(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۹, No. ۲, ِDecember ۲۰۲۰ 1 - 26

کلید واژه ها: Communicated thinking dialogic thinking SCOBA Sociocultural theory

حوزه های تخصصی:
تعداد بازدید : ۳۱۲ تعداد دانلود : ۲۴۳
این تحقیق سه نوع تفکر کلامی که در روش تدریس ادراکی جامع رایج است را مورد بررسی و مقایسه قرار داد تا تاثیر این سه شیوه به زبان آوری فکر را در فراگیری وجه مجهول در بین فراگیران زبان دوم مشخص کند. بنابراین چهار کلاس پایه دوازدهم از یک دبیرستان انتخاب شدند و به بطور تصادفی به سه گروه آزمایش و یک گروه گواه تقسیم شدند و به تمام دانش آموزان وجه مجهول آموزش داده شد. در واقع به هر کدام از سه گروه آزمایش به یکی از شیو ه های رایج آموزش ادراکی سیستمی: الف) تفکر کلامی درونی، ب) تفکر کلامی بیرونی، ج) تفکرکلامی درونی و بیرونی آموزش داده شد وبه گروه گواه به روش معمول استقرایی آموزش داده شد. نتایج تحقیق نشان داد که هر سه شیوه ادراکی سیستمی در یادگیری وجه مجهول توسط فراگیران موثربود. البته شایان ذکر است که از سه روش فوق دو روش تفکر کلام بیرونی و روش تفکر کلامی بیرونی و درونی از روش تفکر درونی موثرتر بودند. در حقیقت علت این برتری را می توان در ماهیت منحصر به فرد روش تفکربیرونی جست که همزمان به دو شکل باعث توسعه ذهنی می شود. شکل اول توسعه ذهنی از طریق مفاهیم می باشد که از ویژگی بارز آموزش ادراکی سیستمی است و شکل دوم حالت توسعه ذهنی از طریق تعامل می باشد که از ویژگی های بارز ارزیابی پویا است. به عبارتی دیگردر روش تفکر بیرونی بستری فراهم می شود تا دو مدل آموزش ادراکی سیستمی و ارزیابی پویا نمایان شوند.
۷.

رابطه بین حرکات بدنی معلم و پاسخ های غیرکلامی فراگیران به عنوان نمودهای مشارکت در کلاس های زبان انگلیسی(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبانشناختی در زبانهای خارجی دوره ۱۰ زمستان ۱۳۹۹ شماره ۴ 752 - 775

کلید واژه ها: گفتمان رفتار غیرکلامی حرکت بدنی ارتباط متقابل ترانسکرایب

حوزه های تخصصی:
تعداد بازدید : ۲۸۰ تعداد دانلود : ۳۶۷
ویگوتسکی (Vygotsky) (1978) از مثال رفتار غیرکلامی یک کودک استفاده می کند و می گوید که اشاره کودک با انگشت یک رابطه بین شخصی را نشان می دهد و پس از درون سپاری در کودک یک رابطه درون فردی شکل می گیرد. هدف این مقاله این بود که گفتمان (Discourse) و رفتار های غیرکلامی مشابه در یک دوره زبان عمومی دانشگاه شیراز مورد بررسی قرار گیرد. روش تحقیق از نوع کیفی و تئوری فرهنگی-اجتماعی به عنوان چارچوب نظری این تحقیق مورد استناد قرار گرفت. ابزارهای تحقیق عبارت بودند از: یک پرسشنامه، دو ویدئو ضبط شده، نظرسنجی دانشجویی، و یک مصاحبه هدایت شده (نیمه ساختاریافته) (Semi-structured) با استاد. در مشاهد ات تحقیق بویژه روی نحوه ارتباط متقابل استاد با دانشجویان در تدریس تاکید شد. 5 هفته اول دوره که دو جلسه 1:30 در هفته برگزار شد ضبط ویدئویی شد. نتایج این تحقیق راجع به رفتارهای غیرکلامی استاد مطابق با استانداردهای ترانسکرایب (Transcription conventions) مک نیل (McNeill) (1992) مورد ارزیابی قرار گرفته و نشان دادند که رفتار غیرکلامی و رفتارهای تقلیدی استاد به عینیت بخشی زبان انگلیسی دانشجویان کمک کردند. رفتارهای غیرکلامی به دو دسته گرامر و واژگان تقسیم شدند. بنابراین، در این مقاله، نه تنها انواع مختلف رفتارهای غیرکلامی بلکه نقشهای آنها نیز مورد مطالعه قرار گرفتند. این تقسیم بندی نشان می دهند که مدرس تلاش می کند تا زبان را عینیت بخشیده و کدگذاری کند.
۸.

A Mixed-Method Approach on the Role of Self-Constructs in Self-Regulation(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۶, Fall & Winter ۲۰۲۰ 217 - 237

کلید واژه ها: self-constructs ideal L2 self Self-efficacy Beliefs self-regulation

حوزه های تخصصی:
تعداد بازدید : ۳۱۱ تعداد دانلود : ۲۱۹
The current mixed-method research aimed to investigate the effects of self-constructs on self-regulation. To this end, a number of 127 Iranian EFL learners were chosen randomly as the sample of the study. To collect data, semi-structured interviews were designed. Also, correlation analysis and regression analysis were run on the data. The results of interview data suggested that motivated learners who reported self-regulation tended to display positive visualization of their ideal L2 self and self-efficacy beliefs. Besides, the result of correlation analysis indicated that ideal L2 self had stronger association with self-efficacy beliefs than with self-regulation, suggesting that it is necessary to hold positive beliefs towards language learning in order to visualize oneself as a proficient and successful language user. Of the two self-constructs, self-regulation turned out to be most strongly associated with self-efficacy followed by ideal L2 self indicating that what characterizes self-regulated learners is that their levels of self-efficacy is higher compared to those who are not. Finally, the result of regression analysis revealed that self-efficacy and, to the lesser extent, ideal L2 self were found as direct predictors of self-regulation. It seems unlikely to be a motivated learner without the actual beliefs in ones’ ability and a strong actualization of one’s image as a successful language user.   
۹.

On the Role of Willingness to Communicate and Critical Thinking in Receptive/Productive Lexical Knowledge of Gifted and Non-Gifted EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۳۸, Issue ۳, Fall ۲۰۱۹ 113 - 158

کلید واژه ها: Receptive/Productive vocabulary Giftedness Critical thinking willingness to communicate EFL students

حوزه های تخصصی:
تعداد بازدید : ۴۲۵ تعداد دانلود : ۲۴۵
This study investigated the receptive and productive vocabulary command of learners based on their willingness to communicate (WTC) and critical thinking skill. The study also aimed to compare gifted and non-gifted learners in terms of the above-mentioned variables. To this end, 112 gifted and non-gifted Iranian EFL learners were picked out and given four instruments (WTC questionnaire, critical thinking skill test, receptive, and productive vocabulary tests). Having analyzed data through two-way ANOVA and independent samples t-tests, the study revealed that, first, no significant difference was found between high and low WTC learners and also high and low critical thinkers in their receptive lexical command; and second, high and low WTC learners, high and low critical thinkers, and also gifted and non-gifted learners showed significant differences in their productive lexical command. Thus, while for receptive vocabulary knowledge, giftedness is a more influential factor than WTC and critical thinking, for productive vocabulary knowledge, WTC, critical thinking, and giftedness are all influential. The pertinent theoretical and practical implications of the study will also be explicated.
۱۰.

EFL Teachers’ Conceptions of Learner Autonomy: Developing a Glocalized Model(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۲, Fall & Winter ۲۰۱۸ 87 - 112

کلید واژه ها: learner autonomy teachers’ conceptions glocalized model

حوزه های تخصصی:
تعداد بازدید : ۳۷۶ تعداد دانلود : ۳۱۶
Learner autonomy (henceforth LA) has become a buzz word in education in general and language education, in particular, for more than a decade now. Focusing on investigating Iranian EFL teachers’ conceptions of LA, the current study, taking a mixed method approach, attempted to illustrate how Iranian EFL teachers’ conceptions of leaner autonomy mapped out. To that end, 7 teachers, purposefully cluster sampled, were interviewed. After data saturation, the result of the interviews and the data gleaned from the literature were fed into the development of a questionnaire. The questionnaire, having being validated through a pilot study, was administered to 585 EFL teachers snowball-sampled, 2 of whom were, later on through negative case analysis, interviewed, and were required to provide the researchers with a narrative. Running a number of factor analyses, the researchers modeled the participants’ mindsets toward LA, which can be quite significant as it can have some theoretical and pedagogical implications, including, inter alia, situating LA promotion into the pedagogy of TEFL in Iran by running LA promotion workshops as well as developing a pool of LA promotion activities and software programs available to the stakeholders, especially the teachers.
۱۱.

Sociocultural Identity in TEFL Textbooks: A Systemic Functional Analysis(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۷ , N. ۳ , ۲۰۱۸ 293 - 318

کلید واژه ها: Sociocultural theory Systemic functional linguistics Meaning making Ideological Identity

حوزه های تخصصی:
تعداد بازدید : ۳۵۷ تعداد دانلود : ۲۰۶
This study aimed at investigating shades of identity in TEFL textbooks. Most identity studies have focused on authors as knowledge producers. They have neglected authors' roles in constructing identity. Further, few scholars have considered disciplinary specific textbooks in their analyses of identity. Trying to bridge these gaps, we applied Halliday’s Systemic Functional Linguistics to investigate identity through the lens of sociocultural theory. The study corpus consisted of nine commonly used textbooks on language testing, language teaching, and linguistics in Iranian EFL context. The textual analysis revealed various levels of self and other-regulation mediated by interpersonal, textual, and ideational metafunctions. These findings suggested that studying their disciplinary specific texts, students of TEFL may develop not only their academic knowledge but also their ideological positions and academic voices.
۱۲.

Postmethod Pedagogy and Iranian EFL Teachers’ Understandings: Is a Promising Trend on the Way?(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۶, No. ۱, June ۲۰۱۷ 82 - 55

کلید واژه ها: language teaching Method nonnative EFL teachers perceptions postmethod pedagogy

حوزه های تخصصی:
تعداد بازدید : ۵۵۴ تعداد دانلود : ۲۸۸
The profession of second language teaching has experienced fundamental fluctuations in both theory and practice. With its own proponents and opponents, the postmethod was considered as the practical and reasonable solution to the limitations of the confining concept of the method. The purpose of this qualitative study was to elicit nonnative EFL teachers’ viewpoints and perceptions regarding postmethod pedagogy. In fact, the researchers were interested to know about nonnative EFL teachers’ perceptions of postmethod condition regarding their own context and needs. Selected based on purposive sampling procedure, the participants of this study were 10 nonnative EFL teachers categorized into three groups based on their teaching experience. The participants took part in semi-structured interviews and they were asked a series of questions to elicit their perceptions and interpretations of postmethod. The results of the study revealed some rays of hope in some cases, though not promising in a full manner. In other words, although nonnative EFL teachers could not mention the postmethod principles explicitly, they showed a logical understanding of postmethod pedagogy tenets and its applications in their teaching practices and procedures. The results of this study can help teacher educators design more effective teacher education courses and in-service programs to enhance nonnative EFL teachers’ viewpoints and perceptions regarding postmethod pedagogy and its implications in language teaching and learning processes.
۱۳.

Teaching Critical Thinking through a Dialogic Approach: The infusion model

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۴, Issue ۱۵, Autumn ۲۰۱۶ 35 - 49

کلید واژه ها: Critical thinking dialogic teaching infusion model Interactions Reflective Journal

حوزه های تخصصی:
تعداد بازدید : ۴۰۸ تعداد دانلود : ۲۲۲
Recent interest in teaching thinking has lead different researchers to examine different approaches in education to find effective methods and approaches for teaching thinking. Through a qualitative case analysis, this study attempted to identify the effects of the infusion model of teaching thinking implemented through a dialogic approach on a PhD candidate’s critical thinking skills. The study occurred over a semester in a PhD course which aimed at reviewing and discussing language teaching issues critically. A number of interactions and reflective journals produced by the participant during the course was analyzed qualitatively for finding different thinking abilities and elements. A number of thinking abilities and elements proposed by Paul and Nosich (1993) in a higher order thinking assessment model was used for analysis. Analysis of the interactions and reflective journals showed that the number of thinking abilities and elements increased over the course which was indicative of the effectiveness of the infusion model used through a dialogic teaching approach in developing critical thinking skills.
۱۴.

On the Iranian In-service and Pre-service Language Teachers’ Perceptions of Educational Supervision Concerning their Professional Development(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۴, No. ۲, December ۲۰۱۵

کلید واژه ها: student teacher professional development educational supervision in-service teacher

حوزه های تخصصی:
تعداد بازدید : ۵۴۸ تعداد دانلود : ۳۱۲
Teacher supervision plays a pivotal role in the improvement of education system and the way in which teachers and student teachers perceive it. Consequently language teacher supervisors can utilize appropriate supervisory models to keep teachers update and promote them professionally. The present study investigated the role of language teacher supervisors in student teachers and in-service teachers’ professional development in Iran. To have a representative sample, some 210 EFL teachers practicing in the secondary schools and a total of 215EFL student teachers studying English at some Iranian state and Azad universities participated in the study. A 43-item questionnaire regarding EFL teachers’ attitudes about the impact of supervisory practice on their professional development with a format of a 5-point Likert-type was distributed among them. Also, ten percent of the participants were interviewed. Then the frequencies related to each item were calculated and a Chi-Square was used. Subsequently, qualitative data were transcribed. The results indicated that in-service and pre-service teachers have the same perceptions towards the role of their supervisors in their professional development. However, according to the findings it was concluded that the models of language teacher supervision in language teacher education are different from the models practiced in in-service classes where mostly traditional models are common.
۱۵.

A comparison of Iranian EFL vs. non-EFL teachers’ “knowing” of learner autonomy(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۷, No. ۱, ۲۰۱۵

کلید واژه ها: teacher education Teacher Cognition learner autonomy teachers’ Knowing CARDS model

حوزه های تخصصی:
تعداد بازدید : ۶۹۹ تعداد دانلود : ۳۴۹
Investigating the “knowing”, a module of the KARDS model proposed by Kumaravadivelu (2012) for teacher education, of Iranian teachers of learner autonomy, this study is an attempt to illuminate some of the yet unexplored areas of teachers’ various types of knowledge of learner autonomy. Furthermore, it attempts to illustrate how Iranian Non-EFL teachers’ knowing affects their practices with regard to learner autonomy and how this could differ from that of Iranian EFL teachers. To that end 112 EFL and Non-EFL teachers were purposefully cluster-sampled. Based on convenient sampling but only after data saturation was reached were 12 teachers interviewed. Based on the result of the interviews and the data gleaned from the literature a questionnaire was developed. The sample were asked to complete the questionnaire and then through negative case analysis some were interviewed. The questionnaire tapped into the social, political, psychological and personal aspects of learner autonomy. The results indicated the informants, be it EFL or non-EFL, found learner autonomy to be a psychological construct, which can be traced back to their personal knowledge. Finally, with regard to the feasibility and desirability of learner autonomy implementation in the education system, the informants see learner autonomy as more of a desirable concept than feasible. It is hoped that teachers and teacher educators find the results as well as the suggestions-for-action made at the end of the study helpful and that the results have tangible implications for the Iranian education system when fed into professional development activities and strategic planning.
۱۶.

TEXTUAL AND INTER-TEXTUAL ANALYSES OF IRANIAN EFL UNDERGRADUATES’ TYPES OF ENGLISH READING TOWARDS DEVELOPING A CAREFUL READING FRAMEWORK (تحلیل مهارت های خواندن متون انگلیسی در سطح متن و بین متن برای ارائه الگوی تقویت مهارت خواندن با دقت)(مقاله علمی وزارت علوم)

نویسنده:
منبع: آموزش مهارت های زبان (JTLS) سال هفتم زمستان ۱۳۹۴ (۲۰۱۶) شماره ۴

کلید واژه ها: خواندن با دقت درک مطلب در سطح جمله درک مطلب در سطح متن درک مطلب در سطح چندین متن

حوزه های تخصصی:
تعداد بازدید : ۷۱۸ تعداد دانلود : ۵۶۰
با توجه به اهمیت مهارت های دقت در خواندن در آموزش عالی بویژه در سطوح متن و بین متنی و نقش آن در یادگیری موثر دانشجویان، در این تحقیق ""خواندن با دقت"" در بین دانشجویان کارشناسی مترجمی زبان انگلیسی دانشگاه پیام نور شیراز مورد بررسی قرار گرفته است. جامعه آماری مورد بررسی در این تحقیق 78 نفر از دانشجویان سال سوم و آخر دانشگاه پیام نور واحد شیراز در سال 1393 بودند که تمامی این جامعه به عنوان نمونه انتخاب و مورد بررسی قرار گرفتند و بر این اساس داده های مورد نیاز جمع آوری شد. داده ها از روش پرسشنامه بسته، دفتر مطالعه، مصاحبه، آزمون و پروتکلهای گذشته نگر کلامی به دست آمد. برای تجزیه و تحلیل داده ها از روشهای کیفی و کمی استفاده شد. بخشی از داده های مورد نیاز با استفاده از الگوی ""تم"" مورد بررسی قرار گرفت و برای تحلیل داده های کمی از روش آمار استنباطی و آزمون فرض مبتنی بر تحلیل واریانس یکطرفه استفاده شد و بر این اساس تاثیر فاکتورهای مستقل مانند، سن، جنس و سطح تحصیلات بر کیفیت خواندن با دقت ارزیابی شد. نتایج تحقیق نشان داد که مهارت دقت در خواندن در سطح جمله و متن بطور مکرر توسط شرکت کنندگان در تحقیق استفاده می شد. اما مهارتهایی نظیر بررسی نظرات نویسنده و خواندن منتقدانه، تبادل و مقایسه نظرات مختلف، قضاوت در مورد ارتباط بین متن ها و برقراری ارتباط بین متن ها که عموما منجر به خواندن موثر در سطوح بالاتر بین متنی مورد استفاده قرار می گیرد، توسط این دانشجویان مورد استفاده قرار نمی گرفت.
۱۸.

ارزیابی محتوایی کتاب های زبان فارسی (درس های پایه و پایتخت ایران)در چارچوب طبقه بندی تجدیدنظرشده بلوم

نویسنده:
منبع: علم زبان سال دوم پاییز و زمستان ۱۳۹۳ شماره ۳

کلید واژه ها: تحلیل محتوا کتب درسی طبقه بندی تجدیدنظرشده بلوم

حوزه های تخصصی:
تعداد بازدید : ۱۶۲۲ تعداد دانلود : ۱۴۴۹
کتاب درسی مهم ترین و رایج ترین منبع آموزشی در نظام تعلیم و تربیت کشور ماست. این نظام آموزشی به صورت متمرکز سیاست گذاری و اداره می شود. در چنین نظام های آموزشی، تمام فعالیت های یادگیری رسمی در زمان معین، حول محور آموزش و یادگیری کتاب های درسی تدوین یافته و شکل می گیرد؛ لذا تناسب بخش های مختلف این کتب، مانند محتوا و تمرین های فراهم آمده، با نیازهای واقعی یادگیرندگان بسیار حائز اهمیت است. در این پژوهش سعی شده کتاب های آموزش فارسی به غیرفارسی زبانان («دروس پایه» و «پایتخت ایران») بر اساس طبقه بندی تجدیدنظرشده بلوم ارزیابی شوند. نتایج پژوهش نشان داد که در هر دو کتاب، مهارت های شناختی سطح پایین تر طبقه بندی بلوم بیشتر از مهارت های سطح بالاتر طبقه بندی بلوم به کار رفته اند. علاوه بر این، پراکندگی تمرین ها در سطح خلاقیت که از سطوح بالاست، در مقایسه با سطح کاربرد که از سطوح پایین به شمار می آید، بیشتر بوده است. از دیگر نتایج پژوهش این بود که پراکندگی تمرین ها در تمامی کتاب ها، در سطح درک و فهم که از سطوح پایین طبقه بندی بلوم است، بارزتر بوده اند. نتایج این پژوهش می تواند در تهیه و تدوین کتب درسی برای فراگیران زبان فارسی به کار گرفته شود.
۱۹.

Iranian EFL Learners’ Motivation Construction: Integrative Motivation Revisited(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۲, No. ۱, June ۲۰۱۳

کلید واژه ها: motivation discursive construction ideal selves integrative motivation and instrumental motivation legitimation strategies ought-to selves self guides

حوزه های تخصصی:
تعداد بازدید : ۹۲۴ تعداد دانلود : ۴۴۹
Although Gardner and his associates’ work was most influential in the field of L2 motivation, from the early 1990s onwards, their work has been criticized for several reasons. Some researchers claimed that integrative and instrumental orientations were no longer able to convey the complexity of the L2 motivation construct. To examine this complexity, the present study attempted to investigate the discursive construction of four (two males and two females) Iranian EFL learners’ motivation at Shiraz University, Iran. Employing van Leeuwen’s (2008) legitimation construction framework, the study revealed that depending on their future selves, each participant employed certain discursive strategies unique to him/her to (de)legitimize his/her future self. Therefore, what was observed was the use of strategies which were idiosyncratic to that particular person, in that particular context, for a specific purpose, and for that particular moment. Additionally, given the unique political conditions of Iran in the world, it was found that integrative and instrumental orientations can be best replaced by ideal and ought-to selves in this context. The study has some implications. Motivation researchers need to broaden the unit of analysis beyond the individual learner to the interaction between the individual and the multitude of factors in diverse social settings.

کلیدواژه‌های مرتبط

پدیدآورندگان همکار

تبلیغات

پالایش نتایج جستجو

تعداد نتایج در یک صفحه:

درجه علمی

مجله

سال

حوزه تخصصی

زبان