نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار زبانشناسی کاربردی، گروه زبان و ادبیات انگلیسی، دانشکده ادبیات فارسی و زبان های خارجی، دانشگاه علامه طباطبایی، تهران، ایران

2 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه علامه طباطبایی، تهران، ایران

چکیده

در اوضاع و شرایط کنونی، سواد انتقادی تبدیل به حوزه‌ای شده است که بیش از هر زمان دیگری شتاب گرفته و در حکم « گوهر نامرئی» است، چرا که تقریباً بسیاری از سیستم‌های آموزشی کوشیده اند آن را در برنامه‌های درسی خود جای دهند. به منظور بررسی این مفهوم،این پژوهش بر آن است تا معضلات احتمالی، چالش‌ها، محدودیت‌ها، به ویژه محدودیت‌هایی را که معلمان زبان انگلیسی ایرانی در فرآیند اجرای سواد انتقادی در کلاس‌های آنلاین خود با آن مواجه هستند بررسی کند.این پژوهش کیفی در دو مرحله انجام شد. در مرحله نخست، پس از بررسی ادبیات تحقیق و سنجش دقیق پرسشنامه‌های موجود و جمع‌آوری داده‌ها از متخصصان این حوزه، مجموعه‌ای از پرسش‌های باز، تهیه و فهرست شد. سپس، داده های کیفی جمع آوری شده از ۲۹ معلم زبان انگلیسی از طریق پرسشنامه باز و مصاحبه، مورد تجزیه و تحلیل قرار گرفت. چارچوب و داده های استخراج شده، به توسعه ۲۳ پرسش برای بخش مصاحبه رهنمون شد. بر این اساس، کلاس های آنلاین کلیه معلمان برای یک ترم کامل از سوی نگارنده مشاهده شد. با در نظر گرفتن یافته ها و دیگر موارد مطرح شده، می توان چنین نتیجه گرفت که بخشی از برنامه های درسی آموزش زبان در ایران باید به سواد انتقادی اختصاص یابد. این یافته‌ها به طور بالقوه به متولیان امر آموزش، از جمله سیاست‌گذاران زبان دوم/خارجی، مربی معلمان، مقامات مسئول جذب معلمان، و توسعه‌دهندگان مواد آموزشی کمک می‌کند تا اقدامات مناسبی برای افزایش سواد انتقادی معلمان زبان دوم/خارجی قبل و حین خدمت انجام دهند که در نتیجه، ترغیب اجرای این مفهوم کلیدی را در زمینه آموزشی به دنبال دارد.

کلیدواژه‌ها

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