تعداد نشریات | 161 |
تعداد شمارهها | 6,479 |
تعداد مقالات | 70,032 |
تعداد مشاهده مقاله | 122,993,051 |
تعداد دریافت فایل اصل مقاله | 96,223,054 |
بسط بافت های معنا محور در گفتمان کلاسی زبان انگلیسی به عنوان زبان خارجه: پژوهشی تجربی | ||
پژوهشهای زبانشناختی در زبانهای خارجی | ||
مقاله 3، دوره 7، شماره 1، فروردین 1396، صفحه 53-78 اصل مقاله (302.05 K) | ||
نوع مقاله: علمی پژوهشی(عادی) | ||
شناسه دیجیتال (DOI): 10.22059/jflr.2017.235279.345 | ||
نویسنده | ||
مصطفی پورحاجی* | ||
دانشکده زبان ها و ادبیات خارجه، دانشگاه تهران، تهران، ایران | ||
چکیده | ||
پژوهش حاضر بر آن است تا به صورت تجربی برنامه ای را مبتنی بر چارچوب بسط بافت معنا محور برای آموزش معلمان اجرا نماید و تاثیر آن را بر میانگین مدت زمان بافت معنا محور در کلاس های زبان خارجه ی انگلیسی بررسی کند. بدین منظور، 30 معلم و 300 زبان آموز به طور تصادفی انتخاب شده و به دو گروه آزمایشی و کنترل تقسیم شدند. پس از اطمینان از عدم وجود تفاوت معنادار اولیه بین دو گروه از نظر میانگین مدت زمان بافت معنا محور، برنامه ی آموزشی مورد نظر برای معلمان گروه آزمایشی اجرا شد. سپس، تعاملات کلاسی همه ی معلمان به مدت سه جلسه فیلم برداری شد و میانگین مدت زمان بافت های معنا محور در هر یک از کلاس ها بر مبنای دقیقه محاسبه و بین دو گروه با استفاده از آزمون تی مستقل مقایسه گردید. تحلیل داده های جمع آوری شده نشان داد که چارچوب بسط بافت معنامحور تاثیر معناداری بر مدت زمان این نوع بافت در گفتمان کلاسی زبان زبان خارجه ی انگلیسی داشت. | ||
کلیدواژهها | ||
آموزش معلمان؛ تدریس تاملی؛ بافت معنا محور؛ چارچوب بسط بافت؛ گفتمان کلاسی | ||
عنوان مقاله [English] | ||
Sustaining Meaning-Oriented Contexts in EFL Classroom Discourse: An Experimental Study | ||
نویسندگان [English] | ||
Mostafa Pourhaji | ||
Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran | ||
چکیده [English] | ||
This study aimed to examine the effect of running a teacher education program informed by meaning-oriented-context (MOC) sustainability framework on the mean lengths of time on such a context in EFL classes. To this aim, 30 teachers and 300 learners were randomly assigned to an experimental and a control group. Upon making sure of no significant initial difference in the mean lengths of time on MOCs between the two groups, the teachers in the experimental group received treatment whereas the teachers in the control group received no treatment. Then, each of the teachers in both groups was assigned a specific unit from a textbook to teach over three sessions. Afterwards, the mean lengths of time on MOCs were measured in minute and compared between the two groups using an independent-samples t-test. Analyses of the data showed a significant effect for MOC sustainability framework in the sense that there was a significant difference in the mean lengths of time on the context between the experimental and control groups after the intervention. | ||
کلیدواژهها [English] | ||
classroom discourse, conversation analytic framework, meaning-oriented context, reflective teaching, teacher education | ||
مراجع | ||
Alavi, S. M., & Pourhaji, M. (2017, March). Collision of centripetal and centrifugal forces in Iranian EFL classroom interaction. In T. Malabarba (Organizer), Conversation analytic perspectives on English language learning and teaching in global contexts: Constraints and possibilities. Colloquium paper presented at the American Association for Applied Linguistics (AAAL) conference, Portland, Oregon, USA. Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2010). Introduction to research in education (8th ed.). Orlando, FL: Hacourt Brace College Publishers. Bakhtin, M. M. (1986). Speech genres and other late essays. Austin: The University of Texas Press. Can Daskin, N. (2014). Shaping learner contributions in an EFL classroom: Implications for L2 classroom interactional competence. Classroom Discourse, 6(1), 33–56. Chick, M. (2015). The education of language teachers: Instruction or conversation. ELT Journal, 69(3), 297–307. Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159. Ellis. R. (2010). Second language acquisition research and language-teaching materials. In N. Harwood (Ed.), English language teaching materials (pp. 33–57). Cambridge: Cambridge University Press. Guerrettaz, A. M., & Johnston, B. (2013). Materials in the classroom ecology. Modern Language Journal, 97(3), 779–796. Harris, S. (2012). Trainer talk: Structures of interaction in teacher training classrooms. Unpublished PhD thesis, Aston University, UK. Harris, S. (2017). Positive assessments in teacher learning. ELT Journal, 71(2), 160–170. Heritage, J. (1997). Conversational analysis and institutional talk: analyzing data. In D. Silverman (Ed.), Qualitative research: Theory, method and practice. London: Sage Publications. Johnson, R. K. (1990). Developing teachers’ language resources. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 269–281). Cambridge: Cambridge University Press. Kavoshian, S., Ketabi, S., & Tavakoli, M. (2016). Reflective teaching through videotaping in an English teaching course in Iran. Journal of Teaching Language Skills, 35(2), 1–38. Longman dictionary of contemporary English (6th ed.). (2014). Essex, UK: Longman (Pearson Education Ltd.). Lyle, J. (2003). Stimulated recall: A report on its use in naturalistic research. British Education Research Journal, 29, 861–878. Markee, N. (Ed.). (2015). The handbook of discourse and classroom interaction. West Sussex, UK: Wiley-Blackwell. Nguyen, H. T. (2007). Rapport building in language instruction: A microanalysis of the multiple resources in teacher talk. Language and Education, 21(4), 284–303. Paoletti, I., & Fele, G. (2004). Order and disorder in the classroom. Journal of Pragmatics, 14(1), 69–85. Pourhaji, M. (2017). Toward a conversation analytic framework for sustaining meaning-oriented contexts in EFL classroom discourse. Unpublished PhD thesis, University of Tehran, Iran. Pourhaji, M., & Alavi, S. M. (2015). Identification and distribution of interactional contexts in EFL classes: The effect of two contextual factors. Journal of English Language Teaching and Learning, 7(15), 93–123. Richards, J. C., & Schmidt, R. (2010). Longman Dictionary of language teaching and applied linguistics (4th ed.). London: Longman (Pearson Education). Schegloff, E. A. (1992). In another context. In A. Duranti & C. Goodwin (Eds.), Rethinking context: Language as an interactive phenomenon (pp. 193–227). Cambridge, UK: Cambridge University Press. Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden, MA: Blackwell. Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press. Van Lier, L. (1988). The classroom and the language learner. Harlow: Longman. Van Lier, L. (1996). Interaction in the language curriculum. London: Longman. Walsh, S. (2006a). Investigating classroom discourse. New York: Routledge. Walsh, S. (2006b). Talking the talk of the TESOL classroom. ELT Journal, 60(2), 133–141. Walsh, S. (2011). Exploring classroom discourse: Language in action. Oxon: Routledge. Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh, UK: Edinburgh University Press. Waring, H. Z. (2016). Theorizing pedagogical interaction: Insights from conversation analysis. New York: Routledge. Waring, H. Z., Reddington, E., & Tadic, N. (2016). Responding artfully to student-initiated departures in the adult ESL classroom. Linguistics and Education, 33, 28–39. | ||
آمار تعداد مشاهده مقاله: 515 تعداد دریافت فایل اصل مقاله: 469 |