نوع مقاله : مقالۀ پژوهشی
نویسنده
استادیار گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و زبانهای خارجی، دانشگاه پیام نور، تهران، ایران
چکیده
این پژوهش راهبردهای به‌کارگرفته شده توسّط مدرّسان زبان انگلیسی برای اصلاح خطاهای ایجادشده توسّط خودشان در کلاس درس را مورد بررسی قرار داد. هدف این مطالعه بررسی میزان استفاده از هر راهبرد و عوامل مؤثر بر انتخاب روش اصلاح خطا توسّط مدرّسان بود. دوازده مدرّس باتجربۀ زبان انگلیسی ایرانی تبار به‌طور هدفمند برای شرکت در این مطالعه انتخاب شدند. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته، مشاهدات کلاسی و مصاحبه‌های یادآوری انگیخته جمع‌آوری و با استفاده از رویکرد تحلیل موضوعی تجزیه‌وتحلیل شدند. یافته‌ها نشان داد که مدرّسان شرکت‌کننده از راهبردهای مختلفی از جمله اصلاح فوری خود، اصلاح تأخیری خود، اصلاح توسّط فراگیران و پذیرش و توضیح خطاها استفاده می‌کردند. انتخاب راهبردها تحت تأثیر عواملی مانند باورهای آموزشی، دانش محتوایی و مهارت‌های مدیریت کلاس قرار داشت. مدرّسان به‌طورکلّی خطاهای ایجادشده توسّط خود را جدّی‌تر و نیازمند اصلاح فوری در مقایسه با خطاهای فراگیران می‌دانستند.
تازه های تحقیق
کلیدواژه‌ها
موضوعات
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