بررسی مقایسه‌ای هویت و عاملیت نومعلمان انگلیسی‌زبان و فارسی‌زبان انگلیسی به‌عنوان زبان دوم در کانادا

مطالعات زبان و ترجمه

مقاله 6، دوره 51، شماره 1، فروردین 1397، صفحه 117-164   

نوع مقاله: مقالۀ پژوهشی

شناسه دیجیتال (DOI): 10.22067/lts.v51i1.70503

نویسندگان

شیوا کیوان پناه ‍‍^* ؛ سارا مهابادی

گروه زبان و ادبیات انگلیسی، دانشگاه تهران، تهران، ایران

چکیده

این پژوهش کیفی به بررسی مقایسه‌ای هویت و عاملیت نومعلمان زبان انگلیسی به‌عنوان زبان دوم، از دریچة نظریة قراردهی، پرداخته است. هر ده معلم انگلیسی‌زبان و فارسی‌زبان شرکت‌کننده در این پژوهش دارای مدرک کارشناسی ارشد آموزش زبان انگلیسی بودند و در یک موسسة خصوصی آموزش زبان انگلیسی در شهر مونترال کانادا به تدریس مشغول بودند. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته، گزارش‌های نوشتاری معلمان و مشاهدات پژوهشگر جمع‌آوری شد. بررسی داده‌ها براساس نظریة داده‌بنیاد، نشان داد عاملیت که در کدگذاری انتخابی به‌عنوان دستة مرکزی انتخاب شد، به روش‌های متفاوتی در این دو گروه نمود می‌یابد. نومعلمان انگلیسی‌زبان، عاملیت قدرتمند و کارآمد و نومعلمان فارسی‌زبان، عاملیت ضعیف و ناکارآمد از خود نشان می‌دهند. عاملیت، به‌عنوان دستة مرکزی، همراه با زیرمجموعه‌هایی که به‌طور همزمان مؤثر و متأثر از عاملیت‌اند، هویت منحصربه‌فرد نومعلمان در هر گروه را نشان می‌دهد. یافته‌های این پژوهش برای ارتقای کیفی آموزش‌های پیش از تدریس نومعلمان، آموزش‌های حین تدریس و پیشرفت و بهتر‌کردن برنامة درسی قابل استفاده است.

کلیدواژه‌ها

هویت معلمان؛ عاملیت؛ تئوری قراردهی؛ نو معلم؛ زبان انگلیسی به عنوان زبان دوم

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