ساختار شناختی مدرسین با سابقه و تازه کار از مفهوم توجه در آموزش زبان انگلیسی
Subject Areas : All areas of language and translation
زهرا زرگران
1
(
Department of Foreign Language and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran
)
Mohammad Khatib
2
(
Department of Foreign Language and Literature, Allameh TabatabaUniversity, Tehran, Iran
)
Parviz Birjandi
3
(
Science and Research Branch, Islamic Azad University,
Tehran, Iran
)
Massood Yazdanimoghaddam
4
(
Garmsar Branch, Islamic Azad University, Garmsar,
Iran
)
Keywords: تجربه تدریس, متوجه شدن, متوجه ساختن, توجه به موجودی, شناخت معلم,
Abstract :
تحقیقات انجام شده درزمینه آموزش زبان شواهد قانع کننده بسیاری در بیان اهمیت نیازبه توجه در یادگیری زبان را نشان می دهند. اما متاسفانه این تحقیقات جامع شامل درک شناختی معلمان ازمفهوم توجه در آموزش زبان نمیشود. بنابراین شناخت معلمان در مفهوم سازی مفهوم توجه هدف اصلی این تحقیق بود . همچنین سعی شد تا نقش تجربه تدریس معلمان در مفهوم سازی توجه مورد ارزیابی قرار گیرد برای این منظور ، پرشسنامه مفهوم توجه (NCI) برای پی بردن به شناخت معلمان از مفهوم توجه در تدریس و مشخص کردن تفاوت مدرسین با تجربه و تازه کار در این رابطه تهیه شد و مجموعا تعداد 689 مدرس انگلیسی زن و مرد وارد مطالعه شدند. با استفاده از تحلیل عاملی، هفت ساختار از مفهوم توجه تحت عنوان 1) اثر آموزشی ، 2) ویژگیهای زبان آموزان ، 3) نوع ورودی ، 4) نوع مهارت ، 5) نوع تمرین 6) زمان و 7) ارزیابی به عنوان ساختارهای مفهوم توجه به دست آمدند. سپس 60 معلم از هر دو گروه مدرسین با تجربه و تازه کار پرسشنامه را پر کردند و در نهایت با استفاده از آزمون t مستقل مشخص شد که تجربه تدریس به عنوان معیار تفکیک کننده بین مدرسین در مفهوم سازی از توجه در تدریس نقش دارد.
Asadi Amirabai,Y., Biria, R., & Sedaghat, A. (2014). Efficacy of input flood Vs. input enhancement in the leaning and long-term retention of conditionals by intermediate Iranian students. IJLLALW, 7(3), 14-26.
Baleghizadeh, S., & Farshchi, S. (2009). An exploration of teachers' beliefs about the role of grammar in Iranian high schools and private language institutes. Journal of English Language Teaching and Learning, 212, 17-38.
Batstone, R. (1996). Key concepts in ELT. ELT Journal, 50(3), 273.
Benner, P. (1982) From novice to expert. American Journal of Nursing, 82, 402-407.
Bolitho, R., Tomlinson, B. (1995). Discover English. New edn. Oxford: Heinmann.
Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal, 55(1), 21−9
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81–109. doi: 10.1017/S0261444803001903
Borg, S. (2009). Teacher cognition and Language education. London: Contunuum.
Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370-380. doi: 10.1016/j.system.2011.07.009
Carlet, A., De Souza, H. (2018). Improving L2 pronunciation inside and outside the classroom: perception, production and autonomous learning of L2 vowels. Ilha do Desterro a Journal of English Language, Literatures in English and Cultural Studies.
doi:10.5007/2175-8026.2018v71n3p99
Carter, D. (1985). Common sense inference in a focused guided anaphor resolver. Journal of Semantics, 4(3), 237–246.
Carter, R. (2003). Language awareness. ELT Journal, 57(1), 64-65.
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers II: Teacher value- added and student outcomes in adulthood. American Economic Review, 104(9), 2633–2679.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155‐159. Retrieved from http://www.bwgriffin.com/workshop/Sampling%20A%20Cohen%20tables.pdf
Chung. E. (2018). Revisiting second language vocabulary teaching: Insights from Hong Kong in-service teachers. The Asia-Pacific Education Researcher, 27(6), 499–508.
Dastjerdi, V. (2011). Role of input enhancement in teaching compliments. Journal of Language Teaching and Research, 2(2), 460-466. doi:10.4304/jltr.2.2.460-466
Dewey, M., & Pineda, I. 2020. ELF and teacher education: attitudes and beliefs. ELT Journal,1-14
Doughty, C. (1991). Second language instruction does make a difference: evidence from an empirical study on second language relativization. Studies in Second Language Acquisition,13(4), 431-61. doi:10.1017/S0272263100010287
Gerami, M. R., & Noordin, N. B. (2013). Teacher Cognition in Foreign Language Vocabulary Teaching: A Study of Iranian High School EFL Teachers. Theory & Practice in Language Studies, 3(9), 11-25.
Gregg, K. R. (1984). Krashen’s monitor and occam’s razor. Applied linguistics, 5, 79-100.
doi: 10.1093/applin/5.2.79
Fatemipour, H., Hemmati, S. (2015). Impact of consciousness-raising activities on young English language learners’ grammar performance. English Language Teaching, 9, 1-10.
Fotos, S., & Ellis, R. (1991). Communicating about grammar: A task-based approach. TESOL Quarterly, 25(4), 605-628.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Irene Ahn, J. (2014). Attention, awareness, noticing in SLA: A methodological review. MSU Working Papers in SLA, 5, 56-65.
Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis: An experimental study of ESL relativization. Studies in Second Language Acquisition, 24, 541–577.
doi:10.1017/S0272263102004023
Jilin, J., Baimei, S. (2011). An application of consciousness-Raising activities when Teaching vocabulary to English majors. Chinese Journal of Applied Linguistics 34(2), 94-106.
Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., & Doughty, C. (1995). Does textual enhancement promote noticing? A think aloud protocol Analysis. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 183–216). Honolulu: University of Hawai Press.
King Rice, J. (2010). The impact of teacher experience. Retrieved from https://www.urban.org/sites/default/files/publication/33321/1001455-The-Impact-of-Teacher- Experience. PDF
Kordia, S. 2020. ELF awareness in the task-based classroom: a way forward, ELT Journal, 1-10
Krashen, S.D. (1985). The Input Hypothesis: Issues and Implications. New York: Longman.
Lee, S. (2007). Effects of textual enhancement and topic familiarity on Korean EFL students reading comprehension and learning of passive forms. Language learning, 57(1), 87-118. doi:10.1111/j.1467-9922.2007. 00400.x
Lee, S.K., Huang, H-T. (2008). Visual input enhancement and grammar learning. A meta-analytic review. Studies in. Second Language Acquisition, 30(3), 307-331.
doi: 10.1017/S0272263108080479
Leow, R. P. (2018). Noticing hypothesis. The TESOL encyclopedia of English language teaching, 1, 1-6.
Lightbown, P. M., & Spada, N. (1997). Learning English as a second language in a special school in Quebec. Canadian Modern Language Review, 53(2),315-355.
Mori, R. (2011). Teacher cognition in corrective feedback in Japan. System, 39(4), 451-467.
Liviero, S. (2014). Teachers’ reported beliefs about the role of grammar, and their observed pedagogical practices of Foreign Languages teaching in England. Unpublished Doctoral Dissertation. University of Exeter. England.
Moini, M.R. (2009). The impact of EFL teachers’ cognition on teaching foreign language grammar. Pazhuhesh-e Zabanha-ye Khareji, 49, 141-16.
Mohamad, N. (2004). Consciousness raising tasks: a learner perspective. ELT Journal, 58(3), 228-237.
Nahavandi, E., Mukundan, J. (2012). The effects of input flood and consciousness-raising approach on collocation knowledge development of language learners. IJALET, 1(1),182-192.
Nishimuro, M., & Borg, S. (2013). Teacher cognition and grammar teaching in a Japanese high school. JALT Journal, 35(1), 29-50.
Nunan, D. (2000). Task-based language teaching. Cambridge: Cambridge University Press.
Phipps, S., Borg, S., 2007. Exploring the relationship between teachers’ beliefs and their classroom practice. The Teacher Trainer 21, 17-19. doi: 10.1016/j.sbspro.2009.01.109
Oxford, R. (1990). Language learning strategies: what every teacher should know. University of Alabama. Boston: Heinle & Heinle Publication.
Panji, W., Hery, F. (2020). Consciousness-raising strategy in developing ELT students’speaking accuracy. Retrieved from https://media.neliti.com/media/publications/192109-EN
Pourjamal, H., Sotoudeh, E., & Faghih, E. (2017). On the impact of teaching experience on EFL instructors’ self-assessment of their instructional effectiveness. Iranian Journal of English for Academic Purposes 6(1), 49-71.
Rashtchi, M., & Gharanli, L. (2010). Noticing through input enhancement: Does it affect learning of the conditionals? Journal of Language and Translation, 1(1), 19-27.
Rezvani, W., Ketabi, S. (2011). On the effectiveness of using web- and print-based materials in teaching grammar to Iranian EFL learners. Social and Behavioral Sciences, 15, 376-381.
doi: 10.1016/j.sbspro.2011.03.105
Richards, J. C. (2011). Competence and performance in language teaching. Cambridge University Press.
Robinson, P. (1995). Attention, memory and the ‘noticing’ hypothesis. Language Learning, 45, 282-331. doi:10.1111/j.1467-1770.
Sahinkarakas, S. (2012). The role of teaching experience on teachers’ perceptions of language assessment. Social and Behavioral Sciences, 47, 1787-1792. i.org/10.1016/j.sbspro.2012.06.9013.alimi, E.A., Safarzadeh, M.M, & Monfared. A. (2016). Teaching grammar: Language teachers’ cognition and classroom practices. International Journal of Language Studies, 10(4),1-18.
Samad, A.R., & Nurudsus. E. (2015). The influence of teaching experience, school location and Background on Teachers’ Beliefs in Teaching Grammar academic. Asian Social Science, 11(15), 257-266.
Sarani, A., & Rezaie, A. (2017). Job performance of Iranian English teachers: Do teaching experience and Gender Make a Difference? Iranian Journal of English for Academic Purposes, 6(2), 13-22.
Sarkhosh, M., Taghipour, B., & Sarkhosh, H. (2013). Differential effect of different textual enhancement formats on intake. Social and Behavioral Sciences. 70, 544-559. doi: 10.1016/j.system.2008.06.005
Schmidt, R. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11, 129-158. doi: 10.1093/applin/11.2.129
Schmidt, R. W. (1993). Consciousness, learning and interlanguage pragmatics. In G. Kasper & S. Blum- Kulka (eds.), Interlanguage pragmatics (pp. 21–42). Oxford: Oxford University Press.
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp.1-63). Honolulu, HI: University of Hawaii, Second Language Teaching & Curriculum Center.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University Press.
Tabachnick, B.G. and Fidell, L.S. (2001). Using multivariate statistics. Allyn and Bacon, Boston.
Tomlin, R. S., & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition,16(2),183-203.
doi: 10.1017/S0272263100012870
Truscott, J. (1998). Noticing in second language acquisition: A critical review. second language Research, 14(2), 103-135.
Tasnimi, M. (2018). Consciousness-raising approach in ELT classroom. Humanizing Language Teaching, 2, Retrieved from https://www.hltmag.co.uk/
Tsui, A. (2005). Expertise in teaching perspectives and issues. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 167-190). Palgrave: Macmillan
Yunus, M., Salehi, H., & Amiri, M. (2016). EFL teachers’ cognition of teaching English pronunciation techniques: A mixed-method approach. English Language Teaching, 9(2), 20-42.
Zhang, S. (2012). Promoting noticing in EFL classroom. Theory and Practice in Language Studies, 2(3), 579-584.
Zargaran, Z. (2020). The role of experience informing teachers’ cognition on the concept of noticing. Manuscript submitted for publication.
