Experienced and Novice Teachers’ Cognitive Construction of the Noticing Concept in Language Teaching
محورهای موضوعی : نشریه زبان و ترجمهزهرا زرگران 1 , Mohammad Khatib 2 , Parviz Birjandi 3 , Massood Yazdanimoghaddam 4
1 - Department of Foreign Language and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Department of Foreign Language and Literature, Allameh TabatabaUniversity, Tehran, Iran
3 - Science and Research Branch, Islamic Azad University,
Tehran, Iran
4 - Garmsar Branch, Islamic Azad University, Garmsar,
Iran
کلید واژه: Noticing, Teaching Experience, teacher cognition, Noticing Construct, Noticing inventory,
چکیده مقاله :
The language teaching literature has developed a myriad of compelling evidence to impress the need of attention to language form; yet, this solid knowledge is not inclusive of teachers’ perception of noticing in teaching language form. Accordingly, teachers’ cognition in conceptualizing noticing concept was the main aim of this research. The study was also tried to find out teachers’ experience tenor in conceptualizing noticing. For this purpose, a noticing concept inventory (NCI) was developed. A total sample of 689 male and female English teachers was assigned to the study through two phases of factor analysis. Subsequently, 60 teachers responded to the NCI. The empirical findings from the first phase of the study revealed seven noticing constructs, namely 1) Pedagogical effect, 2) Learners’ characteristics, 3) Type of input, 4) Skill type, 5) Task type, 6) Time, and 7) Measurement. In the second phase of the study, the result showed that teaching experience is assigned as a dividing line between experienced and inexperienced teachers in the conceptualization of noticing in teaching.
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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