درخت حوزه‌های تخصصی

هدف مطالعه ی حاضر افزایش آگاهی در زمینه ی ساختار تعامل در کلاسهای زبان بیگانه ی انگلیسی است. با استفاده از چارچوب متدولوژیکی گفتمانکاوی، تعاملات کلاسی پنجاه و دو معلم به مدت سه ساعت ضبط و جمع آوری گردید تا بافت های تعاملی بر اساس اهداف آموزشی در توالی نوبت ها شناسایی شوند. سپس با تلفیق روش گفتمان کاوی با روش های کمی، توزیع بافت های تعاملی و تاثیر عوامل محیطی، شامل توانش زبانی شاگردان و تربیت (آموزش) معلمین، مورد بررسی قرار گرفت. با تحلیل گفتمان کاوانه ی اطلاعات تحریری، چهار بافت تعاملی، شامل بافت هایی با محوریت ساختار، معنا، مهارت، و مدیریت، مورد شناسایی قرار گرفت. بررسی توزیع بافت ها نشان داد که بخش عمده ای از تعاملات کلاسی با محوریت ساختار و مهارت های زبانی شکل می گیرند. در حالی که بافت معنامحور کمترین سهم را در تعاملات کلاسی دارد. تحلیل واریانس چند متغیره یدوسویه نشان داد که توزیع تمامیبافت های شناسایی شده تحت تأثیر سطح توانش زبانی شاگردان می باشد. اما آموزش معلمین تنها بر توزیع بافت ها با محوریت ساختار و مدیریت مؤثرند. یافته های مطالعه ی حاضر توجه معلمین و مربیان تربیت معلم را به لزوم اصلاحات در وضعیت کنونی تعاملات کلاسی سوق می دهد.

During the course of the past few decades, teachers have increasingly become the center of attention in education, since their significant role in teaching contexts has been approved, and therefore their different aspects, such as reflective teaching and burnout have received great attention. This study investigated the relationship between teacher burnout, and reflective teaching among Iranian EFL teachers. To this end, 50 participants (25 males and 25 females) were selected through convenience sampling. The participants were administered Maslach Burnout Inventory-Educators’ Survey and Behzadpour Reflective Teaching Questionnaire. The data were analyzed using Pearson product-moment correlation coefficient. The results of the study revealed that there was a weak negative relationship between reflective teaching and burnout for male and female teachers and for both groups considered as a composite group of language teachers.

The present study was conducted to examine empirically and systematically the effect of explicit instruction of comprehension strategies on EFL learners’ reading anxiety and reading comprehension in Iranian high schools. To this end, two intact classes (65 students) participated in this study as members of control and experimental groups. The experimental group underwent 10 sessions of reading strategies training based on McNamara, Ozuro, Best, and O’Reilly's (2007) 4-pronged Comprehension Strategy Framework. Data were collected through the employment of Saito, Garza, and Horwitz's (1999) Foreign Language Reading Anxiety Scale (FLRAS) and Preliminary English Test (PET) multiple-choice reading comprehension tests. All the students filled the FLRAS questionnaire and took the reading comprehension test two times, once as a pre-test one week before the beginning of instruction and the other as a post-test one week after the instructional treatment. After the post-test, a group of 7 students who received instruction participated in the focus group interview. T-tests were used to analyze the obtained statistical data. It was revealed that explicit reading strategy instruction was quite beneficial in improving EFL high school students' comprehension and reducing their anxiety level, while reading anxiety and reading comprehension were negatively correlated. The results of the interview with the focus group revealed the positive effect of strategy training on learners' reading comprehension and alleviating reading anxiety. This study rendered some educational implications for materials developers and instructors to invest on reading as a fundamental skill in education.

Three decades ago, the theory of education took a critical turn. From this perspective, classroom is no longer a public sphere of cultural assimilation but a site for identity struggle. The basic argument underlying such an approach is that education cannot be studied in isolation from an analysis of wider social and cultural influences. In such a context, this study investigated Iranian EFL teachers’ perceptions of the basic tenets of critical pedagogy. To this end, a mixed method approach was adopted and the data were gathered through in–depth interviews and questionnaires developed by the researchers. The participants of this study included 21 Iranian EFL teachers at the qualitative phase and 127 teachers at the quantitative phase. Qualitative data analysis included in-depth content analysis of oral data obtained from semi-structured interviews. Quantitative data analysis involved descriptive statistics and independent sample t-tests. The results indicated that Iranian EFL teachers were supportive of the basic tenets of critical pedagogy altogether. Also, mixed findings were obtained concerning their views according to their level of education and field of expertise. Based on the findings, several suggestions are made for classroom management, materials development, and teacher training programs.