Effect of Iranian IELTS Teachers’ Immunity on Personalized Vocabulary Instruction
محورهای موضوعی : نشریه زبان و ترجمهفاطمه محمد جعفری 1 , Alireza Ameri 2 , Parviz Behrouzi 3
1 - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Department of English, South Tehran Branch, Islamic Azad University, Tehran, Iran
3 - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
کلید واژه: IELTS Preparation Courses, Personalized Vocabulary Instruction, Teacher Immunity,
چکیده مقاله :
This article describes a comparative ethnography that investigated how teachers’ immunity would affect personalized vocabulary instruction in IELTS preparation courses. The idea of this paper arose when the basic concept of CLT which has become a fundamental approach of IELTS is off-target for some teachers. So, this study embarked to fill in a gap to describe and compare the personalization level of IELTS vocabulary instruction of five teachers from two ethnographic institutions. Based on the main concepts, this study presented a framework for analysis and categorization of personalized IELTS vocabulary instruction. It also designed using Retrodictive Qualitative Modeling through which the researchers used semi-structured interviews and informal discussions to explore teachers’ archetypes, then, they benefited from classroom observations to see the reasons. The results obtained from the analysis revealed that those teachers with adaptive immunity type had the highest personalized instruction in the cognitive-based level. However, the teacher with maladaptive immunity type, had the highest performance in segmented personalization level which made their students have approximate performance in critical thinking. Also, teachers with productive immunity type had considerable performance in Whole- Person personalization that conducted their students to have proper performance in using critical words and phrases in IELTS.
این مقاله یک قوم نگاری مقایسه ای را توصیف می کند که چگونگی تأثیر مصونیت معلمان بر آموزش واژگان به سبک شخصی سازی در دوره های آمادگی آیلتس را بررسی می کند. ایده این مقاله زمانی مطرح شد که مفهوم اساسی CLT که به یک رویکرد اساسی آیلتس تبدیل شده است ، برای برخی از معلمان خارج از هدف شده. بنابراین ، این مطالعه شروع به پر کردن خلائی برای توصیف و مقایسه سطح شخصی سازی آموزش واژگان آیلتس در پنج معلم از دو موسسه کرد. براساس مفاهیم اصلی ، این مطالعه چارچوبی را برای تجزیه و تحلیل و طبقه بندی آموزش واژگان شخصی آیلتس ارائه داد. این طرح همچنین با استفاده از مدل سازی کیفی Retrodictive طراحی شده است که از طریق آن محققان از مصاحبه های نیمه ساختاریافته و مباحث غیررسمی برای کاوش در الگوهای معلمان استفاده می کنند ، سپس آنها برای دلایل از مشاهدات کلاس بهره مند می شوند. نتایج به دست آمده از تجزیه و تحلیل نشان داد که آن دسته از معلمان با نوع مصونیت تطبیقی دارای بالاترین آموزش شخصی سازی در سطح مبتنی بر شناخت هستند و معلمی که نوع مصونیت ناسازگار داشت بالاترین عملکرد را در سطح شخصی سازی تقسیم شده داشت که باعث شد دانش آموزان آنها عملکرد تقریبی در تفکر انتقادی داشته باشند. همچنین ، معلمان با نوع مصونیت تولیدی عملکرد قابل توجهی در شخصی سازی Whole-Person داشتند که دانش آموزان آنها در استفاده از کلمات و عبارات انتقادی در آیلتس مهارت داشتند.
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