مقایسه سواد ارزیابی زبان و چالش های معلمان ایرانی زبان خارجی انگلیسی: با پیش زمینه آموزش زبان انگلیسی و بدون پیش زمینه آموزش زبان انگلیسی
Subject Areas : All areas of language and translation
kaveh Jalilzadeh
1
,
Sayyed Mohammad Alavi
2
,
Masood Siyyari
3
1 - English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Professor, English Department, University of Tehran, Tehran, Iran
3 - English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran
Keywords: سواد ارزیابی, مولفه های سواد ارزیابی, معلمان مبتدی و با تجربه, سابقه آموزش زبان خارجی انگلیسی/ بدون سابقه آموزش زبان خارجی انگلیسی,
Abstract :
پژوهش حاضر تلاشی برای بررسی سواد ارزشیابی زبان در بین معلمان زبان خارجی انگلیسی در بافت ایرانی با هدف بررسی دلایل و مفاهیم سواد ارزیابی برای اصلاح آموزش معلمان زبان خارجی انگلیسی بود. بدین منظور 20 نفر از مدرسین زبان انگلیسی در موسسات زبان ایران (موسسه های بیان، آزمون، زبان سرا و معرفت) به صورت تصادفی برای مصاحبه عمقی نیمه ساختاریافته انتخاب شدند. مصاحبه ها بر روی یک دستگاه ضبط صوت دیجیتال (DVR) ضبط و رونویسی، دسته بندی و تجزیه و تحلیل شدند. نتایج نشان داد که معلمان ایرانی با مولفه های سواد ارزیابی آشنایی نسبی داشتند. به همین ترتیب، مشخص شد که معلمان تازه کار با پیشینه تدریس زبان خارجی انگلیسی، از آگاهی بیشتری در ارتباط با سواد ارزشیابی و اهمیت آن در آموزش معلمان برخوردار بودند. با این حال، از نظر سایر مؤلفه‌های ارزشیابی مانند اجرای آزمون، انتخاب بهترین روش‌های ارزشیابی، و اطلاع رسانی نتایج ارزیابی، معلمان با تجربه با پیشینه آموزش زبان خارجی انگلیسی، مفاهیم اصلی را در مقایسه با همتایان خود در گروه غیر آموزش زبان خارجی انگلیسی ارائه نمودند که نشان می‌دهد معلمان با پیشینه تدریس زبان خارجی انگلیسی می توانند مؤلفه های سواد ارزیابی معلم فوق الذکر را بهتر از همتایان فاقد پیشینه آموزش زبان خارجی انگلیسی خود، درک نمایند. یافته‌ها حاکی از آن است که سواد معلمان مؤسسه زبان خارجی انگلیسی در ارزشیابی آموزشی، به ویژه در انتقال نتایج ارزیابی به دیگران و نمره‌دهی معتبر ارزشیابی زبان‌آموز، ناکافی است
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