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A Cross-Cultural Study of English Teachers' Strategy Use for Managing Misbehavior in EFL and ESL Classrooms: The Case of Iran and the Philippines | ||
| Journal of Language Horizons | ||
| مقاله 7، دوره 3، شماره 1 - شماره پیاپی 5، فروردین 2019، صفحه 139-167 اصل مقاله (1.75 M) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2019.26525.1136 | ||
| نویسندگان | ||
| Mahdieh Kor1؛ marjan vosoughi* 2؛ Minoo Alemi3 | ||
| 1MSc, English Department, Tehran West Branch, Islamic Azad University, Tehran, Iran | ||
| 2Assistant Professor of English Department, Sabzevar Branch, Islamic Azad University, Sabzevar, Iran | ||
| 3Associate Professor of English Department, Tehran West Branch, Islamic Azad University, Tehran, Iran | ||
| چکیده | ||
| The present study aimed at investigating the perceptions of EFL teachers about students’ misbehavior in English as a Foreign Language (EFL) and English as a Second Language (ESL) classroom contexts. Moreover, the study sought to probe what strategies EFL and ESL teachers use to deal with students’ misbehavior. Participants included 10 teachers in EFL classes in Iran and 12 teachers in ESL classes in the Philippines. Qualitative data were collected through conducting interviews with the invited teachers and observing their classrooms for four sessions. Data were analyzed using the grounded theory (GT) method. The initial analysis of the data revealed that English language teachers in this study did not perceive misbehavior differently from the existing definitions in the literature. To them, misbehavior in all language classes could be defined as an unusual and unexpected behavior that would lead to disorder in the process of teaching and learning. The Filipino and Iranian teachers as two example cases of ESL versus EFL contexts, respectively, utilized three types of strategies to deal with students’ misbehavior: 1) rule system, 2) reward system, and 3) personal encounter strategies for which clarifications were given in each context. Based on the analysis, it was found that the Filipino and Iranian teachers had more or less similar perceptions of learners’ misbehavior. This article has numerous implications regarding classroom management as inspired by language learning contexts for a successful social interaction between and among language learners and their teachers in two diverse contexts (EFL vs. ESL). | ||
| کلیدواژه‌ها | ||
| Misbehavior؛ Classroom Management؛ Managerial Strategies؛ ESL settings؛ EFL settings | ||
| عنوان مقاله [English] | ||
| مطالعه ی بین فرهنگی راهبردهای مورد استفاده معلمان زبان انگلیسی در مدیریت سوء رفتار در دو محیط زبان دوم و زبان خارجی: مطالعه ی موردی ایران و فیلیپین | ||
| نویسندگان [English] | ||
| مهدیه کر1؛ مرجان وثوقی2؛ مینو عالمی3 | ||
| 1کارشناس ارشد آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تهران غرب، گروه زبان انگلیسی، تهران، ایران | ||
| 2استادیاردانشگاه آزاد اسلامی، واحد سبزوار،گروه زبان انگلیسی، سبزوار، ایران | ||
| 3دانشیاردانشگاه آزاد اسلامی، واحد تهران غرب، گروه زبان انگلیسی، تهران، ایران | ||
| چکیده [English] | ||
| تحقیق حاضر با هدف بررسی ادراک معلمان زبان انگلیسی در دو محیط زبان دوم و زبان خارجی در مورد ماهیت سوءرفتار زبان آموزان انجام گرفت. علاوه بر این، مطالعه به دنبال بررسی این امر بود که این معلمان چه راهبردهایی در مقابله با سوءرفتار زبان آموزان در دو محیط مزبور به کار میبرند. شرکتکنندگان در این مطالعه 10 معلم در ایران و 12 معلم در کلاسهای درس زبان انگلیسی در فیلیپین بودند. داده های کیفی از طریق انجام مصاحبه با معلمان دعوت شده و مشاهده ی کلاس های آنها برای چهار جلسه جمع آوری شد. داده ها با استفاده از روش داده بنیاد مورد تجزیه و تحلیل قرار گرفت. تجزیه و تحلیل اولیه ی داده ها نشان داد که معلمان زبان انگلیسی در این مطالعه، سوءرفتار را متفاوت از تعریف های موجود در ادبیات نمی دانستند. در نظر آنها، سوءرفتار در تمامی کلاس های زبان میتواند به عنوان رفتاری غیرمعمول و غیرمنتظره تعریف شود که در روند آموزش و یادگیری باعث اختلال می شود. همچنین، معلمان فیلیپینی و ایرانی به عنوان مثال از دو محیط زبان دوم در مقابل زبان خارجی به ترتیب از سه نوع راهبرد برای مقابله با سوءرفتار با دانش آموزان استفاده کردند: 1) نظام مبتنی بر قانون، 2) نظام پاداش دهی، و 3) برخورد شخصی که به تفکیک نوع استفاده از آنها در دو محیط در نهایت تشریح شد و مشخص گردید آموزگاران فیلیپینی و ایرانی با داشتن کم و بیش درک نسبتا یکسانی از سوءرفتار، چنین راهبردهایی را اتخاذ کرده بودند. مقاله ی حاضر، دارای اطلاعات ضمنی فراوانی در خصوص مدیریت کلاسی در کلاس های درس زبان انگلیسی جهت برقراری تعامل موثر اجتماعی میان فراگیران و مدرسان آنها در این دو محیط است. | ||
| کلیدواژه‌ها [English] | ||
| سوء رفتار, مدیریت کلاس, راهبرد های مدیریتی, موقعیت زبان دوم, موقعیت زبان خارجی | ||
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