Document Type : Research Articles

Authors

1 Associate Professor of Applied Linguistics, English Department, Faculty of Letters and Humanities, University of Neyshabur, Neyshabur, Iran, http://orcid.org/0000-0001-6825-2042

2 Assistant Professor of Applied Linguistics, English Department, Faculty of Literature & Humanities, Azarbaijan Shahid Madani University, Tabriz, Iran https://orcid.org/0000-0001-7565-7785

Abstract

The field of language teaching has recently witnessed a resurgent wave of interest in the value of educational research and its impact on teachers’ practice. Consequently, various strands of inquiry have commenced to investigate the relationship between research and practice. Within these discussions, however, the opinions of teachers are mostly ignored or reflected only circumstantially. The purpose of this study was to take teachers’ views about research on board by exploring the extent to which they use and conduct research as well as the barriers that may hinder their research engagement. To collect data, a survey questionnaire was designed and validated through soliciting experts’ opinions and conducting factor analysis. The questionnaire was then administered among a large sample of Iranian English teachers. Participants’ responses showed moderate levels of research engagement among English teachers. Results also indicated that four categories of barriers can best account for teachers’ lack of research engagement: problems related to the nature and quality of research, restrictive educational policies, lack of systematic partnership, and problems associated with the use of research in educational settings. The findings suggest that the research-practice division is the result of a complex interaction of an array of factors that cannot be simply reduced to technical matters. Thus, reconfiguration of the gap requires multidimensional strands of development in research and practice communities as well as in educational policies.

Keywords

Main Subjects

Article Title [فارسی]

بررسی ارتباط معلمان زبان انگلیسی با پژوهش

Authors [فارسی]

  • دکتر مهدی مهرانی راد 1
  • دکتر فؤاد بهزادپور 2

1 دانشیار زبانشناسی کاربردی، گروه زبان انگلیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه نیشابور، نیشابور، ایران

2 استادیار زبانشناسی کاربردی، گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

Abstract [فارسی]

ارزش پژوهش و قابلیت تاثیرگذاری آن بر فعالیت­های آموزشی معلمان در سال­های اخیر مورد توجه بسیاری از پژوهشگران در رشته آموزش زبان بوده است. در این رابطه،  تحقیقات مختلفی با هدف بهبود ارتباط بین پژوهش و عملکرد آموزشی صورت گرفته است. لیکن بررسی­ها نشان می­دهد که در این پژوهش­ها دیدگاه معلمان به عنوان مهم­ترین کنشگران آموزشی چندان مورد توجه نبوده است.  پژوهش پیش رو با هدف بررسی دیدگاه معلمان نسبت به بکارگیری یافته­های پژوهشی در آموزش زبان انجام شده است. بدین منظور، نخست پرسشنامه­ای برای تعیین میزان ارتباط معلمان با پژوهش و نیز بررسی موانع موجود در این راه تهیه شد. پس از مشخص شدن روایی و پایایی، به منظور گردآوری داده­ها، پرسشنامه در بین بیش از پانصد معلم زبان انگلیسی توزیع شد. تحلیل پاسخ­های معلمان نشان داد که ارتباط ایشان با پژوهش­های دانشگاهی به میزان متوسط هست، اما معلمانی که دارای مدارک دانشگاهی بالاتر و تجربه آموزشی کمتری هستند، تمایل بیشتری به انجام فعالیت­های پژوهشی دارند. علاوه براین یافته­های این پژوهش موید اینست که موانع بکارگیری پژوهش در آموزش زبان را می­توان به چهار گروه تقسیم کرد: موانع مرتبط با ماهیت و کیفیت پژوهش­ها، موانع مرتبط با سیاست­های آموزشی، موانع مربوط به عدم ارتباط سازنده بین محققان و معلمان، و موانع مرتبط با اجرایی شدن یافته­های پژوهشی در کلاس­های آموزش زبان. تحلیل آماری وزنی هر یک از موانع نیز نشان داد که عدم حمایت­های فکری و مالی، نبود سامانه جامع پژوهشی، و نداشتن دانش کافی معلمان برای درک محتوای پژوهش­های دانشگاهی از مهمترین دلایل عدم کاربست پژوهش در نظام آموزش زبان به شمار می­رود.

Keywords [فارسی]

  • کاربست پژوهش های دانشگاهی
  • دیدگاه معلمان
  • عملکرد آموزشی
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