تفاوت‌های معلّمان زبان دوم در باورهای آموزشی و به‌کارگیری آنها بر اساس اشتیاق سازگار و جبری

مطالعات زبان و ترجمه

مقاله 12، دوره 55، شماره 2، تیر 1401، صفحه 71-101   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.22067/jlts.2021.70122.1036

نویسندگان

محمدنبی کریمی^{* 1}؛ پریسا اشکانی²؛ محمد باقر شعبانی³

¹گروه زبان‌های خارجی، دانشگاه خوارزمی، تهران، ایران

²گروه زبان انگلیسی، دانشگاه بین المللی امام خمینی (ره)، قزوین، ایران

³گروه زبان انگلیسی، دانشگاه بین المللی امام خمینی (ره)، قزوین، ایران

چکیده

تاکنون تحقیقات گسترده‌ای دربارۀ میزان تأثیرگذاری باورهای معلّمان زبان دوم بر عملکرد آموزشی آنها انجام شده است. شواهد ارائه‌شده نشان می‌دهد که لزوماً ارتباطی میان عملکرد حرفه‌ای معلّمان و باورهای آنها وجود ندارد. ما در این پژوهش کوشیده­ایم تا مطابقت یا عدم مطابقت نمود شناختی با نمود رفتاری باورهای آموزشی معلّمان زبان انگلیسی و میزان تأثیر اشتیاق معلّمان بر رابطۀ این دو را بررسی کنیم. 72 معلّم زن و مرد، شرکت‌کنندگان اصلی تحقیق حاضر بودند. از میان این افراد، چهار گروه برای بررسی مطابقت یا عدم مطابقت باورها با عملکرد حرفه‌ای آنان انتخاب شدند. دو گروه از این معلّمان در کار خود سطح بالا و دو گروه دیگر سطح پایینی از اشتیاق سازگار و اشتیاق جبری داشتند. دو جلسه از کلاس‌های هر معلّم به‌عنوان نمونه مورد مشاهده قرار گرفت. مقایسۀ گرو‌ه‌ها نشان داد که اگرچه هردو گروه اهمّیّت، نسبتاً، یکسانی برای باورهای آموزشی قائل بودند، تطابق میان باورها و عملکرد حرفه‌ای، صرفاً، در کلاس معلّمانی مشاهده شد که دارای اشتیاق سازگار و یا اشتیاق جبری بالا بودند. بر اساس یافته‌های این مقاله، می‌توان به این نتیجه رسید که عامل اشتیاق، نقش مهمی در به‌کارگیری باورهای آموزشی گزارش‌شده توسط معلّمان زبان در کنش کلاسی آنها دارد.

کلیدواژه‌ها

معلّمان زبان دوم؛ نمود شناختی رفتاری؛ باورهای آموزشی؛ اشتیاق سازگار جبری

مراجع

پژوهش، م.، و حسینی فاطمی، آ. (1399). بررسی مفهوم بسندگی زبانی از دیدگاه سیاست­گذاران آموزشی، معلّمان و فراگیران زبان انگلیسی در ایران. مطالعات زبان و ترجمه، 53(2)، 29-55.

 

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