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Language Teachers’ Perception of an ELT Program: The Case of Iranian English Reform Developed for Secondary Schools | ||
| Journal of Language Horizons | ||
| دوره 4، شماره 2 - شماره پیاپی 8، مهر 2020، صفحه 101-122 اصل مقاله (474.98 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.30942.1285 | ||
| نویسندگان | ||
| Parissa Zare1؛ Mohammad Reza Anani Sarab* 2 | ||
| 1Ph.D. Candidate, Department of English Language and Literature, Shahid Beheshti University, Tehran, Iran | ||
| 2Department of English Language and Literature, Shahid Beheshti University, Tehran, Iran | ||
| چکیده | ||
| The present study investigated the characteristics of the new ELT program in Iran from the perspective of its most direct implementers both qualitatively and quantitatively. To this end, 19 teachers implementing the new program were interviewed to describe the newly introduced change through their perception of its attributes such as its complexity, explicitness and practicality. After conducting content analysis on the transcribed interviews, the emerged themes were used to survey 256 lower and higher secondary teachers by means of a 5-point Likert-type questionnaire across the nation. The results show that, although the program implementers felt more satisfied with the new program due to the perceived advantages of the change over the previous one, the lack of crucial factors such as giving due attention to the oral skills, adjustability of the change to the needs of a wide range of users, training teachers to improve their skills in making use of methods and techniques compatible with the reality of local language classrooms replete with logistical shortcomings, permeation of change to different layers of the educational system and mobilizing all influential subsystems for putting the change into practice has handicapped the effective fulfilment of the program’s objectives from teachers’ eyes. | ||
| کلیدواژه‌ها | ||
| change attributes؛ communicative language teaching approach؛ ELT change program؛ secondary education؛ program evaluation | ||
| عنوان مقاله [English] | ||
| برداشت معلمان زبان از یک برنامۀ آموزش زبان: مورد برنامۀ اصلاح زبان انگلیسی ایران برای دبیرستان‌ها | ||
| نویسندگان [English] | ||
| پریسا زارع1؛ محمد رضا عنانی سراب2 | ||
| 1دانشجوی دکتری آموزش زبان انگلیسی، گروه آموزش زبان انگلیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه شهیدبهشتی، تهران، ایران | ||
| 2دانشیار، گروه آموزش زبان انگلیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه شهیدبهشتی، تهران، ایران. | ||
| چکیده [English] | ||
| در تحقیق حاضر به بررسی کمّی و کیفیِ ویژگی‌های برنامۀ جدید آموزش زبان ایران از نگاه مجریان مستقیم آن پرداخته‌شده‌است. به این منظور، مصاحبه‌ای با 19 دبیر زبانِ مجری این برنامه انجام شد که در آن به توصیف تغییر جدید و برداشت‌شان از ویژگی‌های این تغییر، نظیر پیچیدگی، وضوح، امکان‌پذیر بودن آن پرداختند. پس از انجام تحلیل محتوایی برروی متن مصاحبه‌ها، الگوهای به دست آمده در قالب پرسشنامۀ پنج‌درجه‌ای لیکِرت برای نظرخواهی از 256 دبیر زبان دورۀ متوسطۀ اول و دوم سراسر کشور مورد استفاده قرارگرفت. نتایج این مطالعه نشان داد که اگرچه مجریان برنامۀ جدید به‌دلیل مزایای نسبی آن در مقایسه با برنامۀ قبلی راضی هستند، اما از نقطه‌نظر دبیران، عوامل کلیدی همچون جدی گرفته نشدن مهارت‌های شفاهی به‌میزان کافی، سازگار نبودن برنامه با نیازهای طیف وسیعی از کاربران، عدم آموزش معلمان به‌منظور تقویت مهارت‌های آنها در استفاده از روش‌ها و تکنیک‌های متناسب با واقعیت کلاس‌های زبان داخل کشور که متاثر از محدودیت‌های بسیاری است و در عین حال، عدم نفوذ تغییر به لایه‌های مختلف نظام آموزشی و بسیج زیرمجموعه‌های تاثیرگذار در عملیاتی‌کردن تغییر، دستیابی موثر به اهداف برنامه را با اخلال مواجه کرده‌است. | ||
| کلیدواژه‌ها [English] | ||
| مولفه‌های تغییر, رویکرد ارتباطی آموزش زبان, برنامۀ تغییر در آموزش زبان انگلیسی, آموزش دورۀ متوسطه, ارزیابی برنامه | ||
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