Gender Differences in Students’ and Teachers’ Perceptions of the Role of Grammar Instruction and Corrective Feedback
محورهای موضوعی : language teaching
ساسان بالغی زاده
1
(Shahid Beheshti University)
شیرین فیروزبخت
2
(Khatam University)
کلید واژه: Corrective feedback, Perception, grammar, Formal Instruction,
چکیده مقاله :
This paper explores male and female students' and teachers' perceptions of the role of grammar instruction and corrective feedback. A questionnaire, administered to 60 male and female intermediate EFL students (30 males and 30 females) and 40 teachers (20 males and 20 females), elicited student and teacher perceptions concerning the role of explicit grammar instruction and corrective feedback in learning English as a foreign language. Data comparisons revealed high agreement between students as a group and teachers as a group across genders on the majority of questions. A number of discrepancies were evident between students and teachers’ beliefs within each gender. There were also some comparisons of sample groups based on gender differences which examined the effect of formal grammar instruction in foreign language teaching. Although the differences between students' and teachers’ belief system can be a threat to learning, it is essential to mention that teachers’ consideration of students’ perceptions of those factors will improve the process of new language learning, and an effort to consider the potential mismatch between students’ beliefs and teachers’ instructions will enhance learning.
این مقاله درک و دیدگاه دانش آموزان و معلمان مرد و زن را نسبت به نقش آموزش گرامر و بازخورد اصلاح کننده بررسی می کند. یک پرسشنامه بین ٦۰ دانش آموز مرد و زن فراگیر زبان انگلیسی در سطح متوسط ( ۳۰مرد و ۳۰زن) و۴۰ معلم ( ۲۰مرد و۲۰زن) توزیع شد و دیدگاه دانش آموزان و معلمان نسبت به نقش آموزش مستقیم گرامر و بازخورد اصلاح کننده در یادگیری زبان انگلیسی به عنوان زبان خارجی استخراج شد. مقایسه اطلاعات، میزان توافق سطح بالایی در بین دانش آموزان به عنوان یک گروه و معلمان به عنوان گروهی دیگر با در نظر گرفتن جنسیت در بین اکثر سوالات را نشان می دهد. تعدادی از اختلافات میان عقاید دانش آموزان و معلمان درارتباط با تاثیر آموزش تفصیلی گرامر در یادگیری زبان خارجی در هرجنس آشکار می باشد.اگرچه تفاوت های میان دیدگاه دانش آموزان و معلمان می تواند برای یادگیری مضر باشد، اشاره به توجه معلملن به دیدگاه دانش آموزان راجع به آن فاکتورها باعث پیشرفت در فرایند یادگیری زبان جدید خواهد شد و تلاش برای در نظر گرفتن عدم توافق بالقوه در میان نظرات دانش آموزان و آموزش معلمان وضعیت یادگیری را بهبود خواهد بخشید.
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