در هنگام جستجو کلمه در قسمت عنوان میتوانید کلمات مورد جستجو را با کاراکتر (-) جدا کنید.
کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Curriculum Implementation,ELT planning,ELT practice,planning practice gap
- چکیده:
- چکیده انگلیسی: The purpose of this study was to investigate some core issues of ELT curriculum implementation in Iran undertaken by policymakers in practice, i.e. teachers. The core issues include: the efficiency of communication channels between ELT planners and implementers, the extent to which ELT textbooks are believed to meet students’ cognitive and affective needs, the criteria English teachers are evaluated with and by whom, the extent teachers follow officially-approved teaching and testing practices, how ongoing professional support is provided to the teachers, and if context-based feedback of implementers is processed by planners. To collect data, structured interviews were conducted with 22 head teachers and open-ended questionnaires were administered to 672 teachers in 13 provinces. Results indicate that problems pertaining to evaluation policy, methods and techniques policy, in service training policy, and communication policy at practice level widen the gap between ELT planners’ rhetoric and implementers’ practice. It is argued that as long as curriculum implementers are not involved in setting ELT policies, the distance between these two groups will keep on growing.
- انتشار مقاله: 12-12-1390
- نویسندگان: Mahmood Reza Atai,Esmat Babaii,Farhad Mazlum
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Applied Linguistics,qualitative,quantitative,mixed methods research,mixed-method designs
- چکیده:
- چکیده انگلیسی: Over the past decade, mixed methods research has gained particular attention in social and behavioral research as a considerable number of studies investigated theoretical and methodological aspects of conducting mixed methods research. In applied linguistics, however, mixed methods research is a new approach and little research exists on theoretical and methodological issues related to mixed-method designs. The present study has explored the research designs in which qualitative and quantitative components were combined in the field of applied linguistics. A qualitative analysis of 205 research articles published in seven peer reviewed applied linguistics journals over a period of 14 years revealed that two major categories of mixed-method designs were used in the studies (i.e., sequential and concurrent). Also, subcategories similar to those used in social research emerged in a good number of studies (i.e., triangulation, embedded designs, exploratory designs, explanatory designs). However, the findings further indicated that applied linguistics researchers did not draw on the previously known designs from social research and adopted a pragmatic approach to integrating qualitative and quantitative strands. The findings of this study may help us develop an enhanced understanding of how mixing can be systematically utilized in applied linguistics research.
- انتشار مقاله: 21-06-1390
- نویسندگان: Esmat Babaii,Mahmood Reza Atai,Seyyed Mohammad Reza Hashemi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: EFL Teachers,Intercultural Communicative Competence,Critical cultural awareness,questionnaire development
- چکیده:
- چکیده انگلیسی: Critical cultural awareness as a component of intercultural competence (Byram, 1997, 2012) has received the extensive attention of scholars in the fields of language teaching, cultural studies, ethnic studies, gender studies, communication studies, etc. in the recent decades. However, no instrument has ever been developed to assess this construct among Iranian EFL teachers. To fill this gap, in the first phase of the present study a theoretical framework for critical cultural awareness and its components was developed through reviewing the literature and conducting interviews with ELT experts. In the second phase, a questionnaire was developed and piloted with 370 participants who were available and willing to participate in the study. More specifically, the 37 items of the newly-developed ‘CCA' scale were subjected to principal component analysis which revealed the presence of three components. These phases led to the development of a questionnaire with three components and 37 items: (1) ‘CCA in ELT Programs' including 20 items, (2) ‘CCA in ELT Textbooks and Materials' including 13 items, and (3) ‘CCA in General Terms' including four items. The findings of this study may shed some light on this fuzzy subject and help researchers assess Iranian EFL teachers' critical cultural awareness.
- انتشار مقاله: 11-12-1395
- نویسندگان: Mahmood Reza Atai,Esmat Babaii,Davood Taghipour Bazargani
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: race,Social Actors,visual and verbal modes,compositional metafunctions,stereotyping
- چکیده:
- چکیده انگلیسی: This study drew upon Kress and Van Leeuwen’s (2006, [1996]) visual grammar and Van Leeuwen’s (2008) social semiotic model to interrogate ways through which social actors of different races are visually and textually represented in four award-winning English-learning software packages. The analysis was based on narrative actional/reactional processes at the ideational level; mood, perspective, social distance, and modality at the interpersonal level; and salience, framing, and vector at the compositional level. The findings revealed that although contemporary multimodal texts have tried to be unbiased and neutral in the verbal mode, there are still traces of discrimination, bias, and stereotyping in the visual mode. The results of this research can be of potential help and use for researchers, pedagogues, material developers, software designers, teachers , and students to become visually literate and get aware of the hidden messages that can be communicated by images in textbooks and multimedia.
- انتشار مقاله: 24-04-1395
- نویسندگان: Esmat Babaii,Mahmood Reza Atai,Masoumeh Kafshgarsouteh
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of English for Academic Purposes
- نوع مقاله: Journal Article
- کلمات کلیدی: EAP,transformation,teacher cognition,Mediation,teacher learning
- چکیده: درک کاملی از فرایندها و عوامل دخیل در یادگیری معلم وجود ندارد. برای فهم بیشتر آنچه که هنگام یادگیری معلم رخ می دهد، به مطالعات بیشتری نیازاست. از این رو، با استفاده از تئوری اجتماعی- فرهنگی بعنوان یک چهارچوب نظری، یادگیری مدرسان انگلیسی برای اهداف آکادمیک ثبت و بررسی گردید. جهت نیل به این هدف، توصیف مبسوطی از تجربه یادگیری حرفه ای نه مدرس زبان انگلیسی برای اهداف آکادمیک ارائه گردید. یادگیری شرکت کنندگان با آنالیز ذهنیت قبلی آنها در مورد انگلیسی برا اهداف آکادمیک تا دستیابی آنها به درکی عمیقتر از این مسائل در نتیجه گفتگوی تعاملی پیگیری شد. با استفاده از روش مقایسه پیوسته، داده های جمع آوری شده از طریق مشاهده، ضبط و یادشت برداری میدانی مورد تحلیل قرار گرفت. یافته ها نشان داد که دستیابی به فهم حرفه ای نیازمند طی فرایند های ’بازگویی فهم فعلی‘، ’بیان کلامی فهم در حال شکل گیری‘ و ’تغییر کامل فهم‘ می باشد. نتایج نشان داد که اقدامات واسطه ای (ابزارهای یادگیری) متناسب به نیاز های یادگیری مدرسان ارائه می گردد. همچنین مشخص گردید که ’روایتگری‘، ’کلام قضاوتی ‘و ’بازگویی‘ فرصت را برای بهره گیری از ظرفیتهای ’گفتار‘ و ’دیگران‘فراهم می کنند. یافته های این تحقیق پیشنهاد هایی برای آموزش معلم ارائه می نماید.
- چکیده انگلیسی: There is little understanding of the processes and means involved in teacher learning. Further research is needed to better understand what happens when teachers learn. Therefore, using sociocultural theory (SCT) as a theoretical framework, English for Academic Purposes (EAP) teacher learning was documented and examined. To achieve this goal, an in-depth description of nine in-service EAP teachers’ experience as they professionally learned was provided. The participating teachers’ learning was traced from an analysis of their current cognitions on EAP towards reaching a deeper understanding of the issues as mediated during dialogical interactions. Constant comparative analysis was used to analyze the data collected through observation, recordings and field notes. The findings showed that reaching an expert’s understanding involved the processes of externalizing current cognitions, verbalizing emerging understanding and full transformation in the individual’s thinking. Mediational moves (means of learning) were found to be contingent on teacher-learners’ learning needs. ‘Narrating’, ‘judgmental speech’ and ‘externalization’ were shown to provide space for using the potential of ‘speech’ and ‘others’. The findings of this study might promise some implications for teacher education.
- انتشار مقاله: 22-05-1396
- نویسندگان: Mahmood Reza Atai,Esmat Babaii,Behruz Lotfi Gaskaree
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of English for Academic Purposes
- نوع مقاله: Journal Article
- کلمات کلیدی: Iran,private sector,TESOL standards,EFL teacher evaluation,professional competence
- چکیده: بررسی استانداردها و تدوین یک مقیاس برای ارزیابی توانایی حرفه ای معلمان زبان انگلیسی در بخش خصوصی
- چکیده انگلیسی: The primary foundation of teacher evaluation is establishing standards for assessing the optimal characteristics of qualified teachers. The present study aimed at exploring standards of professional competence of adult-level Iranian EFL teachers in the private sector and developing a questionnaire to assess their professional competence. To this end, initially, the members of the professional community including teacher trainers, supervisors, teacher educators, and teachers themselves were selected and interviewed to set standards through adapting TESOL (2003) standards of professional EFL teachers. Content analysis of the interviews showed that the members of the professional community recognized 38 performance indicators out of 65 performance indicators suggested by TESOL (2003) as appropriate, inclusive, and necessary to evaluate Iranian in-service EFL teachers' professional competences in the private sector. Then, a self-assessment questionnaire was designed to evaluate the professional competence of Iranian EFL teachers in the private sector. The questionnaire was administered to 344 EFL teachers in order to examine its reliability and construct validity. The results indicated that the aforementioned questionnaire is a valid and reliable measure of the professional competence of Iranian EFL teachers in the private sector. Researchers hope the emerged standards and the newly-developed instrument would be eventually implemented at national level to secure consistency in EFL teachers’ quality assurance in the private sector.
- انتشار مقاله: 29-06-1396
- نویسندگان: Malihe Alsadat Mousavi,Mahmood Reza Atai,Esmat Babaii
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Modern Research in English Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: conversation analysis,Appropriation,Interactures,Second language teacher education,Teacher language awareness
- چکیده: این مطالعه به بررسی آگاهی تعامل زبانی یک مربی تربیت معلم و دانشجو معلمان زبان دوم نسبت به توانش تعامل کلاسی در جریان تبادل دانش محتوای آموزشی طی یک دوره ی تربیت معلم در ایران پرداخت. از این رو، گفتمان این مربی به دقت بررسی شد. بدین منظور تحلیل داده های حاصل از مشاهدات کلاسی به انضمام مصاحبه با مربی امکان داد تا ویژگی های تعاملی گفتمان کلاسی تعامل-محور وی بر حسب وجوه کلامش شناسایی شود. ٤٣ راهبرد تعاملی حاصله مطابق با انواع چهار گانه ی راهبردهای تعاملی واسط در همسازی دانش محتوای آموزشی ناشی از این نوع آگاهی زبانی شناخته شدند که عبارت بودند از: دریافت مو۽ثر، شکل دهی مشارکت دانشجو معلم، تسهیل فضای تعامل برای دانشجو معلم، و تسهیل فضای تعامل برای مربی. بر همین منوال تحلیل وجه کلام نشان داد که وجوه کلام اغلب بطور تلفیقی دست اندر کاربودند و وجه بافت کلاسی در عملکرد انواع راهبردهای تعاملی به استثنای استراتژی های تسهیل فضای تعامل برای مربی نقش اساسی ایفا می کرد. سپس این دسته بندی راهبردها مبنای طراحی پرسشنامه هایی قرار گرفت که موضوع آگاهی زبانی کلاسی تعامل-محورمعلم را مد نظر داشت. بدین منظور پرسشنامه با رویکرد قوم نگاری تنظیم شد تا ٣٢ دانشجو معلم از یکسو و مربی تربیت معلم از سویی دیگر نسخه های مربوطه از آن را تکمیل کنند ومیزان آگاهی خود را از راهبردهای تعاملی این مربی در گفتمانش ابراز نمایند. نتایج تحلیل همبستگی اسپییر من از داده های پرسشنامه مبنی بر نظرات پاسخگویان راجع به بسامد بکارگیری هر یک از استراتژی های تعامل توسط مربی در کنار مصاحبه با او حاکی بود از تطابق معنی داری میان نظرات مربی ودانشجو معلمان (ضریب همبستگی رو = ٦٧٪، تعداد = ٣٣ و سطح معنی داری ٠١⁄ ٠). این خود نمایانگر میزان رشد آگاهی اظهاری دانشجو معلمان بود در حیطه آگاهی زبانی مفروض برای معلم زبان. یافته های این پژوهش مربیان تربیت معلم را ترغیب می کند تا در بکارگیری راهبردهای تعاملی نسبت به گزینش نوع استرتژیها، وجه آنها و کثرت اعمال راهبردها در همسازی دانش محتوای آموزشی حین تعامل آگاهانه عمل کنند.
- چکیده انگلیسی: The study investigated a second language teacher educator and teacher learners’ awareness of classroom interactional competence (CIC) to communicate pedagogical content knowledge (PCK) on a teacher education course in Iran. Therefore, the teacher educator’s classroom discourse was scrutinized using classroom observation triangulated with an interview data with the educator to characterize the interactional features of his talk-in-interaction with respective discourse modes. The resulting 43 interactures represented four interacture types which mediated Effective Eliciting, Shaping Learner Contribution, Facilitating Interactional Space Focused on the Learner, and Facilitating Interactional Space Focused on the Teacher. The corresponding mode analysis revealed frequent mode integrity incorporating classroom context mode with a pivotal role in all except Facilitating Interactional Space Focused on the Teacher interactures. Later, the taxonomy was incorporated into CIC TLA questionnaires. 32 teaching candidates, and the educator completed respective ethnographically-developed questionnaire versions indicating their awareness of the teacher educator’s choice of CIC interactures. Besides, the interview data concerning the TLA deliberation was triangulated with a Spearman rho correlation results of the perceived CIC strategy frequencies. Consequently, the confirmatory evidence for the significant degree of correspondence (rho = 0.67, n = 33, < 0.01) between the educator and teacher learners’ awareness revealed the student teachers’ heightened declarative TLA. The findings urge language teacher educators to tune interactures in type, mode, and intensity to the professional content and the TLA they negotiate with teacher learners thereby.
- انتشار مقاله: 07-06-1398
- نویسندگان: Mandana Zolghadri,Mahmood Reza Atai,Esmat Babaii
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Modern Research in English Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: EFL setting,fugitive literature,research synthesis,research paradigms,substantive issues
- چکیده: --
- چکیده انگلیسی: We have recently witnessed a growing awareness of methodological research issues in the field of applied linguistics, which led to what Plonsky (2017) has referred to as “methodological awareness” (p. 517). To make a positive contribution to this nascent movement, this study, drawing on synthetic techniques, sought to describe the cumulative and developmental status of research paradigms and substantive/topical issues in an EFL context. As such, we analyzed a sample of 663 unpublished applied linguistics MA theses which were distributed over a 30-year period. The cumulative results revealed the distribution of the studies in a good range of substantive issues with “researching language classroom issues” as the most frequent topic in the data set and “research methods or researching research methodology”, “psycholinguistics”, and “sociolinguistics” as the least frequent issues across a wide range of age groups, proficiency levels, and time span. As for the cumulative analysis of research approaches, the results revealed that about 72% of the included MA theses were quantitative; around 18% of the studies employed mixed methods research; and a smaller percentage of the studies (11%, n=72) used a qualitative research approach. Chronologically, a clear increasing pattern of research paradigms was notable across time. Implications for the research consumers (e.g., supervisors, journal reviewers, postgraduate students, and material developer) are discussed.
- انتشار مقاله: 26-01-1398
- نویسندگان: Mohammad Amini Farsani,Esmat Babaii
- مشاهده
- جایگاه : پژوهشی
- مجله: Applied Research on English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: global domination,visual social actors,global ELT textbooks,whitenization of blacks
- چکیده:
- چکیده انگلیسی: With the advent of globalization, especially in its third phase (see Robertson, 2003), global relations of domination have undermined abuse of power at national and local levels (Fairclough, 2001). Global ELT textbooks, as corollaries of the globalization process, are not immune to the embedment of discriminatory discourses, as various studies have shown (see for example, Gray, 2010, 2012; Babaii and Sheikhi, 2017). On the other hand, a social actor analysis of verbal and visual discourse will contribute significantly to the disclosure of discriminatory discourses (see van Leeuwen, 2008; Hart, 2014). The current study, therefore, reduces the gap in research on ideology of ELT materials by probing into the nursery rhymes in children and young-adult ELT textbooks. Visual representation of social actors in the images accompanying nursery rhymes in Magic Time, English Time, Let's Go and Family and Friends were, thus, examined, using van Leeuwen's (2008) framework. Regarding results, the most frequent exclusionary discourses in the corpus included religion, nationality, race, and gender respectively. Significantly, it was found that monochromatic depiction of social actors constituted a strategy for the discursive construction of otherness in Family and Friends. Additionally, a process, called whitenization of blacks in the terminology of the current study, was found to be at work in which blacks were depicted as having the facial features of whites.
- انتشار مقاله: 28-06-1396
- نویسندگان: Mahmood Reza Atai,Esmat Babaii,Ebrahim Isavi
- مشاهده
- جایگاه : پژوهشی
- مجله: Applied Research on English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Evaluation,EAP,Language-in-education Planning,EAP Documents,Experts,Policy and Practice.
- چکیده:
- چکیده انگلیسی: This study aimed to examine the policies in the Iranian English for Academic Purposes (EAP) education and the extent to which objectives match the policies and are materialized in practice. To this end, course descriptions in the syllabi for the EAP programs were evaluated through document analysis and triangulated with the experts’ perspectives through interviews to examine the current status of EAP policy-making and practice in Iran. Seven policy areas from Kaplan and Baldauf’s (2005) language-in-education planning were chosen as the framework of the study. Based on document analysis and interviews with the experts, the similarities and discrepancies in micro and macro levels were investigated. The results showed that EAP course descriptions do not include any comments on policy and there were discrepancies in policy and practice due to such factors as lack of communication channel between the EAP stakeholders and policy-makers. Finally, the study revealed that due to deficiencies in both policy and practice and in order to reach an acceptable status, EAP programs are in dire need for reconceptualizing policy-making and practice. The findings of this study have significant implications for EAP policies and practice in the academic system of Iran.
- انتشار مقاله: 10-03-1396
- نویسندگان: Abutaleb Iranmehr,Mahmood Reza Atai,Esmat Babaii
- مشاهده