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 (PhD Candidate in TEFL, Department of Foreign Language and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran)
Mohammad  Khatib ² (Professor in TEFL, Department of Foreign Language and Literature, Allameh Tabataba'i University, Tehran, Iran)
Parviz  Birjandi ³ (Professor in TEFL, Department of Foreign Language and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran)
Massood  Yazdanimoghaddam ⁴ (Assistant Professor, Department of Foreign Language and Literature, Garmsar Branch, Islamic Azad University, Garmsar, Iran)

Received: 2021-09-02 Accepted : 2021-09-02 Published : 2021-09-01

Keywords: تجربه تدریس, پرسشنامه توجه, درک شناختی مدرس, ساختارهای مفهوم توجه,

Abstract :

*  نویسنده مسؤل: [e-mail] 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.

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