Experienced and Novice Teachers’ Cognitive Construction of Noticing Concept in Language Teaching
محورهای موضوعی : نشریه زبان و ترجمهزهرا زرگران 1 , Mohammad Khatib 2 , Parviz Birjandi 3 , Massood Yazdanimoghaddam 4
1 - PhD Candidate in TEFL, Department of Foreign Language and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Professor in TEFL, Department of Foreign Language and Literature, Allameh Tabataba'i University, Tehran, Iran
3 - Professor in TEFL, Department of Foreign Language and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran
4 - Assistant Professor, Department of Foreign Language and Literature, Garmsar Branch, Islamic Azad University, Garmsar, Iran
کلید واژه: Noticing, Teaching Experience, teacher cognition, Noticing Construct, Noticing inventory,
چکیده مقاله :
Language teaching literature has developed plenty of compelling evidence to impress the need of attention to language form but this solid knowledge has not included teachers’ perception of noticing in teaching language form, thus teachers’ cognition in conceptualizing noticing concept was the main aim of this research. It was also tried to find out teachers’ experience tenor in conceptualizing noticing. For this purpose, a noticing concept inventory (NCI) was developed. Therefore, a total population of 689 male and female English teachers was assigned to the study through two phases of factor analysis. Then, 60 teachers from both groups did the questionnaire and a t-test was carried out. The empirical findings from the first phase of the study revealed seven noticing constructs namely as 1) Pedagogical effect, 2) Learners’ characteristics, 3) Type of input, 4) Skill type, 5) Task type, 6) Time and 7) Measurement. In the second phase of the study, the result showed that teaching experience is assigned as a dividing line between experienced and inexperienced teachers in the conceptualization of noticing in teaching. Teaching experience is a dynamic entity and other operational definitions might change the result; however, findings of the research will be of a valuable pedagogical framework.
* نویسنده مسؤل: mohammadkhatib@atu.ac.ir تحقیقات انجام شده درزمینه آموزش زبان شواهد قانع کننده بسیاری در بیان اهمیت نیازبه توجه در یادگیری زبان را نشان می دهند. اما متاسفانه این تحقیقات جامع شامل درک شناختی معلمان ازمفهوم توجه در آموزش زبان نمیشود. بنابراین شناخت معلمان در مفهوم سازی مفهوم توجه هدف اصلی این تحقیق بود . همچنین سعی شد تا نقش تجربه تدریس معلمان در مفهوم سازی توجه مورد ارزیابی قرار گیرد برای این منظور ، پرشسنامه مفهوم توجه (NCI) برای پی بردن به شناخت معلمان از مفهوم توجه در تدریس و مشخص کردن تفاوت مدرسین با تجربه و تازه کار در این رابطه تهیه شد و مجموعا تعداد 689 مدرس انگلیسی زن و مرد وارد مطالعه شدند. با استفاده از تحلیل عاملی، هفت ساختار از مفهوم توجه تحت عنوان 1) اثر آموزشی ، 2) ویژگیهای زبان آموزان ، 3) نوع ورودی ، 4) نوع مهارت ، 5) نوع تمرین 6) زمان و 7) ارزیابی به عنوان ساختارهای مفهوم توجه به دست آمدند. سپس 60 معلم از هر دو گروه مدرسین با تجربه و تازه کار پرسشنامه را پر کردند و در نهایت با استفاده از آزمون t مستقل مشخص شد که تجربه تدریس به عنوان معیار تفکیک کننده بین مدرسین در مفهوم سازی از توجه در تدریس نقش دارد.
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