Investigating the Iranian Practices in Teaching English in Secondary Schools
محورهای موضوعی : Applied Linguistics
Farhad Kariminasab
1
,
Shaban Najafi Karimi
2
,
Amir Marzban
3
1 - Department of English, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran
2 - Department of English, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran
3 - Department of English, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran
کلید واژه: Policy, Iranian teachers, practices, pedagogies, syllabus documents,
چکیده مقاله :
The major objectives of this research were to develop an understanding of what policy/syllabus documents inform teaching English to student practices, indicate the main pedagogies that English teachers use, and enhance our understanding of these teachers’ responsibilities and roles. The research was carried out on a sample of 728 English teachers from junior and senior high school in 32 provinces of Iran. Self-reporting questionnaires were conducted as a survey method. The results of this study indicate those teachers’ beliefs about learning and teaching might extremely conflict with those of policymakers’ attitudes and perceptions in these areas. It is apparent that the general language level of Just over half the sample (53%) of teachers is lower than intermediate. The in-service and pre-service training offered to English teachers requires to be considerably strengthened. A wide range of materials for teaching students at schools is required. As a consequence of, a gap between classroom practice and pedagogic policy the curricula and pedagogies underpinning the teaching of EFL students also need some changes. Overall, the evidences from this study recommend that current Iranian practice in teaching English to students in schools should be modified. Present study has important implications for future practice.
اهداف اصلی این مطالعه ارائه درک درستی از اسناد خط مشی/برنامه‌درسی و آموزش زبان انگلیسی به دانش آموزان میباشد، و سعی نموده تا روش‌های آموزشی اصلی مورد استفاده معلمان را نشان داده، و درک بهتری از نقش‌ها معلمان و مسئولیت‌های آنها را ترسیم نماید. این تحقیق بر روی نمونه ای از 728 معلم زبان انگلیسی در دبیرستان های متوسطه اول و دوم، 32 استان ایران صورت پذیرفت. برای جمع آوری اطلاعات پرسشنامه‌های خود گزارش‌دهی استفاده شد که به صورت الکترونیکی از طریق اینترنت توزیع گردید. نتایج این مطالعه نشان میدهد که سیاست گذاران در آموزش زبان ممکن است باورهایی در مورد آموزش و یادگیری داشته باشند که به شدت با نگرش ها و نظرات معلمان در تضاد باشد. سطح زبان عمومی بیش از نیمی از نمونه (53٪) از معلمان پایین تر از متوسط است. آموزش پیش از خدمت و ضمن خدمت ارائه شده به معلمان زبان انگلیسی باید به میزان قابل توجهی تقویت شود. طیف گسترده‌ای از مواد درسی برای آموزش دانش آموزان در مدارس مورد نیاز است. آموزش‌ها و برنامه‌های درسی زیربنای آموزش زبان انگلیسی به عنوان یک زبان خارجی به دانش آموزان نیز نیازمند تغییراتی است. در مجموع، این یافته ها نشان می دهد که رویه فعلی ایرانیان در آموزش زبان انگلیسی به دانش آموزان در مدارس باید اصلاح گردد. نتایج حاصل از این مطالعه تعدادی پیشنهاد مهم برای عملکرد بهتر در آینده ارئه میدهد
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