درک معلمان زبان انگلیسی ایرانی از شیوه‌های بازخورد اصلاحی مبتنی بر فرمول

Subject Areas :

Zahra  Hardani Naeeme Zade ¹ (Department of English Language and Literature, Urmia University, Urmia, Iran)
Javad  Gholami ² (Department of English Language and Literature, Urmia University, Urmia, Iran)
Mehdi  Sarkhosh ³ (Department of English Language and Literature, Urmia University, Urmia, Iran)

Received: 2023-03-13 Accepted : 2023-12-30 Published : 2024-04-01

Keywords: معلمان, ادراک, کلاس های زبان انگلیسی, بازخورد اصلاحی فرمولیک ویتن,

Abstract :

اگرچه تحقیقات فزاینده ای در مورد بررسی کارایی بازخورد اصلاحی Witten (WCF) در افزایش دقت دستوری زبان آموزان زبان انگلیسی وجود دارد، تنها چند مطالعه دیدگاه معلمان زبان انگلیسی را در مورد بازخورد اصلاحی Witten Formulaic-oriented (FWCF) در EFL بررسی کرده اند. تنظیمات. این مطالعه اکتشافی تفسیری با استفاده از رویکرد ترکیبی به دنبال درک نگرش معلمان ایرانی زبان انگلیسی نسبت به FWCF بود. تجزیه و تحلیل‌ها بر اساس داده‌های کمی از یک نظرسنجی آنلاین سفارشی ناشناس 13 موردی، داده‌های کیفی از مصاحبه‌های نیمه ساختاریافته و یک سؤال باز در پایان نظرسنجی بود. معلمان زبان انگلیسی (137=n) به نظرسنجی آنلاین پاسخ دادند و 7 شرکت کننده در مصاحبه های نیمه ساختاریافته شرکت کردند. یافته‌ها نشان داد که نظرات مساعد معلمان زن در مورد اثربخشی WCF برای بهبود عملکرد نوشتاری زبان‌آموزان انگلیسی ناشی از این باور است که ظرفیت زبان‌آموزان برای استفاده از زبان رسمی‌تر و مودبانه‌تر در تکالیف نوشتاری‌شان به‌طور مثبت با استفاده از این توالی‌های فرمولی تأثیر می‌پذیرد. علاوه بر این، یافته‌ها نشان داد که معلمان زبان انگلیسی روش‌های مستقیم WCF را بر تاکتیک‌های غیرمستقیم ترجیح می‌دهند. اساسی ترین مؤلفه ای که بر عملکرد معلمان در کلاس درس تأثیر گذاشت، آموزش طراحی شده برای تغییر دیدگاه آنها از بی ارزش بودن WCF بود. عدم درک رضایت بخش معلمان از توالی فرمولی ناشی از کمبود اطلاعات آنها بود. به‌علاوه، تردید معلمان برای استفاده از آنها در سطوح مهارت پایین‌تر ناشی از تصورات نادرست آن‌ها از بی‌فایده بودن آن‌ها در وظایف نوشتاری زبان‌آموزان بود. 

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