EFL Teachers’ and Students’ Perceptions about Communication Strategies Teachability
محورهای موضوعی : language teaching
راضیه بهروزیان
1
(گروه زبان انگلیسی، واحد سراب ، دانشگاه آزاد اسلامی ، سراب، ایران)
ناصر غفوری
2
(گروه زبان انگلیسی، واحد تبریز ، دانشگاه آزاد اسلامی ، تبریز، ایران)
سعیده آهنگری
3
(گروه زبان انگلیسی، واحد تبریز ، دانشگاه آزاد اسلامی ، تبریز، ایران)
کلید واژه: Perception, communication strategies, teaching CSs, Iranian EFL learners’ perceptions, teachability,
چکیده مقاله :
The current study examined the Iranian EFL teachers’ and students’ perceptions about Communication Strategies Teachability. The study was conducted with 20 teachers and 110 students from universities and private language Institutes in Tabriz, Iran. The literature regarding the teachability of communication strategies (CSs) has been far from conclusive. Some researchers reject the possibility of CSs instruction while many empirical studies support their teachability. Taking a mixed method design, the present study used a language proficiency test, a questionnaire and an interview for data collection. In the quantitative phase, the participants’ responses to questionnaire before and after a 12-week period of teaching CSs were statistically compared. The analysis of the quantitative data obtained from the questionnaire through Paired-samples t-test indicated that the students’ perceptions towards the usefulness of CSs grew significantly more positive after their instruction. The qualitative analysis of the interview data collected from the teachers indicated that most teachers found CSs useful and possible to teach. It was also found that these strategies improved capability of English language learners to speak and enhaned their conciousness of CSs. This study could offer pedagogical implications for both teachers and students and pave the way for further studies in the field.
مطالعه حاضر، ادراک اساتید و دانشجویان زبان انگلیسی ایرانی را در مورد قابلیت آموزش راهبردهای ارتباطی بررسی کرد. این تحقیق با 20 استاد و 110 دانشجو از دانشگاه ها و موسسات خصوصی زبان انگلیسی در تبریز، ایران انجام شد. مرور ادبیات مربوط به آموزش استراتژیهای ارتباطی نشان داد که آموزش این استراتژیها در دهه های گذشته بحث برانگیز بوده است. در حالی که برخی از بحث ها، امکان آموزش استراتژیهای ارتباطی را رد می کنند، بسیاری از مطالعات تجربی، قابل آموزش بودن این استراتژیها را تأیید می کنند. با استفاده از طراحی روش ترکیبی، در این تحقیق از آزمون مهارت زبان، پرسشنامه و مصاحبه برای جمع آوری داده ها استفاده شد. در مرحله کمی ، پاسخ های شرکت کنندگان به پرسشنامه، قبل و بعد از یک دوره 12 هفته ای آموزش استراتژیهای ارتباطی، از نظر آماری مقایسه شد. تجزیه و تحلیل داده های کمی به دست آمده از پرسشنامه از طریق آزمون تی زوجی نشان داد که درک فراگیران نسبت به سودمندی راهبردهای ارتباطی، پس از آموزش به طور قابل توجهی مثبت تر می شود. تجزیه و تحلیل کیفی داده های مصاحبه نشان داد که اکثر اساتید، استراتژیهای ارتباطی را برای آموزش مفید و امکان پذیر می دانند. همچنین مشخص شد که راهبردهای ارتباطی، توانایی دانشجویان زبان انگلیسی را در صحبت کردن مضاعف می کند و آگاهی آنها را نسبت به این استراتژیها افزایش می دهد. این مطالعه می تواند پیامدهای آموزشی برای اساتید و دانشجویان ارائه دهد و زمینه را برای مطالعات بیشتر در این موضوع فراهم نماید.
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