Zohrabi, M., Shokrzadeh, A. (2017). Process-oriented Listening Instruction: A study of Iranian EFL Teachers’ Stated and Actual Practices. Journal of Teaching Language Skills, 36(3), 145-174. doi: 10.22099/jtls.2017.24841.2223
Mohammad Zohrabi; Amir Shokrzadeh. "Process-oriented Listening Instruction: A study of Iranian EFL Teachers’ Stated and Actual Practices". Journal of Teaching Language Skills, 36, 3, 2017, 145-174. doi: 10.22099/jtls.2017.24841.2223
Zohrabi, M., Shokrzadeh, A. (2017). 'Process-oriented Listening Instruction: A study of Iranian EFL Teachers’ Stated and Actual Practices', Journal of Teaching Language Skills, 36(3), pp. 145-174. doi: 10.22099/jtls.2017.24841.2223
Zohrabi, M., Shokrzadeh, A. Process-oriented Listening Instruction: A study of Iranian EFL Teachers’ Stated and Actual Practices. Journal of Teaching Language Skills, 2017; 36(3): 145-174. doi: 10.22099/jtls.2017.24841.2223
Process-oriented Listening Instruction: A study of Iranian EFL Teachers’ Stated and Actual Practices
Research on teacher cognition concerning listening instruction has not been sufficiently touched upon. The present case study aimed to investigate Iranian EFL teachers' stated practices, their perceptions of how effective those practices are, and their actual classroom practices of two casual process-oriented listening instructional approaches namely, strategy-based instruction (SBI) and metacognitive instruction (MCI). To this end, a mixed methods design was utilized. Five experienced EFL teachers were required to be observed and to fill a self-report questionnaire. The findings from the questionnaire revealed teachers' relative but insufficient use of the two process-oriented approaches. Regarding the effectiveness of the process-oriented approaches, the majority of the techniques were perceived by the teachers as effective. Also, the result of the observation showed that process-oriented approaches were conspicuously absent in the teachers' actual classroom practices. Finally, pedagogical implications for EFL teachers, teacher educators, and material developers concerning how best to teach listening are discussed.
آموزش مهارت شنیداری فرایند-محور: بررسی عملکردهای عینی و واقعی معلمین زبان ایرانی
Abstract [Persian]
تحقیقات معدودی در خصوص آموزش مهارت شنیداری در ایران انجام یافته است. مطالعه حاضر سعی دارد تا نکته نظر و عملکرد معلمین ایرانی را در مورد آموزش این مهارت از دو منظر بررسی نماید؛ آموزش مبتنی بر استراتژی و آموزش فراشناختی. بدین منظور، با بکارگیری روش تحقیق ترکیبی، پنج نفر معلم زبان تحت مشاهده کلاسی قرار گرفتند و سپس از آنها خواسته شد تا پرسشنامه‌ای را در این زمینه تکمیل نمایند. اطلاعات حاصل از پرسشنامه‌ها به استفاده نسبی ولی ناکافی از دو رویکرد فرایندمحور اشاره داشت. با توجه به تاثیر رویکردهای فرایندمحور، تکنیک‌های به‌کار گرفته شده توسط معلمین موثر بودند. از طرف دیگر، نتیجه مشاهدات کلاسی نشان داد که رویکردهای فرایندمحور به ندرت در کلاس‌ها مورد استفاده قرار می‌گیرند. یافته‌های این پژوهش می‌تواند در جهت تدریس بهتر و موثرتر مهارت شنیداری توسط معلمین زبان، مدرسین تربیت معلم و تهیه و تدوین‌کنندگان مطالب درسی مورد بهره‌برداری قرار گیرد.
Keywords [Persian]
آموزش واقعی، آموزش اظهار شده، آموزش فراشناختی، آموزش راهبردی، شناخت معلم
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