نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه گیلان، رشت، ایران
2 دانشیار زبانشناسی کاربردی، گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران
3 دانشیار زبانشناسی کاربردی گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران
چکیده
مطالعات روان-عاطفی در زمینههای زبان دوم اغلب بر دیدگاهی دوگانه از سلامت روان تمرکز دارند که ابعاد مثبت و منفی آن را از هم جدا میداند. با این حال، روانشناسی هستیگرایانه وجودی (EPP) بیان میکند که سلامت روان ذاتاً شامل توانایی مواجهه با رنج و سختیها است. این مطالعه با توجه به شکاف موجود در زبانشناسی کاربردی در مورد دیدگاههای مبتنی بر EPP درباره سلامت روان معلمان، به بررسی ذهنیت تابآور معلمان زبان دوم ایرانی با استفاده از طراحی ترکیبی توضیحی متوالی میپردازد. از نظر کمی، 157 معلم زبان انگلیسی بهعنوان زبان خارجی مقیاس تابآوری مبتنی بر EPP را تکمیل کردند که جنبههای وجودی این مفهوم، از جمله سرسختی، مسئولیتپذیری، قدردانی، ذهنآگاهی، معنا و باور را اندازهگیری میکند. از نظر کیفی، مصاحبههایی با 17 معلم با استفاده از مدل SPARK تحلیل شد که تابآوری فرد را در لحظات پرتنش از طریق پردازش موقعیتها، ادراکها، عواطف، واکنشها و دانش نشان میدهد. یافتهها نشان داد که معلمان زبان دوم ایرانی سطوح متوسطی از تابآوری وجودی را نشان میدهند و مضامین کیفی عوامل برجستهای را که به شکلگیری تابآوری معلمان کمک میکنند، برجسته کرد. یافته های این تحقیق بر اهمیت چارچوب EPP در درک تابآوری معلمان تأکید دارند و راهکارهایی برای اقدامات عملی بعدی در آموزش معلمان زبان دوم با تمرکز بر ارتقای تابآوری ارائه میدهند.
کلیدواژهها
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