تبیین تجربة متخصصین تعلیم و تربیت و مدرسان زبان انگلیسی برای آموزش زبان انگلیسی در دورة اول متوسطه
محورهای موضوعی : پژوهش در برنامه ریزی درسی
خدیجه احمدی
1
(دانشجوی دکتری، گروه برنامه‌ریزی درسی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران.)
شهرام رنجدوست
2
(گروه برنامه‌ریزی درسی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران.)
محمد عظیمی
3
(استادیار گروه آموزش ابتدایی، دانشگاه فرهنگیان، تهران، ایران.)
کلید واژه: آموزش زبان انگلیسی, تجربه متخصصین, دورة اول متوسطه,
چکیده مقاله :
هدف از پژوهش حاضر،تبیین تجربه متخصصین تعلیم و تربیت و آموزش زبان انگلیسی برای آموزش زبان انگلیسی در دوره اول متوسطه است. مطالعه کیفی حاضر با رویکرد پدیدارشناسی در پاییز 1397 بر روی 21 متخصص تعلیم و تربیت و آموزش زبان انگلیسی به روش نمونه‌گیری هدفمند و تا اشباع داده‌ها انجام شد. این مطالعه با رعایت محرمانه بودن اطلاعات و امکان ترک مطالعه در هر زمان که مایل بودند، ادامه یافت. روش جمع‌آوری داده‌ها از طریق مصاحبه نیمه ساختاریافته انجام گرفت. نحوة تجزیه‌وتحلیل یافته‌های این پژوهش بر اساس سه کدگذاری باز، محوری و انتخابی انجام شد. داده‌های مصاحبه چندین بار به صورت فعال و تعاملی خوانده شد و سپس به صورت باز کدگذاری شد. پس از کدگذاری باز، داده‌های حاصل از آن بر اساس محورهای مشترکی که میان آنها بروز یافته است در کنار هم قرار گرفت و فراوانی آنها شد. سپس کدهای محوری بر اساس همانندی و ناهمانندی‌هایی که با یکدیگر داشتند در تم‌هایی گنجانده شد. فراوانی و درصد هر یک از کدهای محوری محاسبه شد. با تحلیل و ادغام مؤلفه‌های اصلی، 2 مؤلفه اصلی شناسایی و با تحلیل مؤلفه‌های اصلی، 28 مؤلفة فرعی استخراج گردید. نتایج به‌دست‌آمده نشان می‌دهد که از میان مؤلفه‌های فرعی به‌دست‌آمده از تحلیل پاسخ‌های متخصصین تعلیم و تربیت و آموزش زبان انگلیسی، مهم‌ترین روش برای آموزش زبان انگلیسی، ارتقا انگیزة زبان‌آموزان از طرق مختلف برای یادگیری زبان انگلیسی توسط معلم در کلاس درس در دورة اول متوسطه است.
The purpose of the present study is to explain the experience of English language education and training specialists in teaching English in the first secondary school. The present qualitative study was carried out with a phenomenological approach in the fall of 2018 on 21 English language teaching and training specialists through purposeful sampling and data saturation. This study continued with the confidentiality of the information and the possibility to leave the study at any time. Data were collected through semi-structured interviews. The method of analyzing the findings of this study was based on three codings: "open", "axial" and "selective". Interview data was read several times in an active and interactive way and then coded openly. After the open coding, the data came together based on the common axes that emerged between them and their abundance. Axial codes were then incorporated into themes based on similarities and inconsistencies. Frequency and percentage of each axial code were calculated. By analyzing and integrating the principal components, two principal components were identified and 28 sub-components were extracted by principal component analysis. The results show that among the sub-components derived from the analysis of the responses of English language education and training specialists, the most important method for teaching English is to enhance the motivation of learners to learn English through different ways by teacher in the first grade of high school.
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