EFL Teachers’ Pedagogic Strategies and Students’ Willingness to Communicate: Teachers’ and Learners’ Perceptions
محورهای موضوعی : language teaching
ناهید زرعی
1
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
مهناز سعیدی
2
(سردبیر)
سعیده آهنگری
3
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
کلید واژه: Perception, Willingness to communicate, Pedagogic strategies,
چکیده مقاله :
This study explored both teachers’ and learners’ perceptions of teachers’ pedagogic strategies which may engender willingness to communicate (WTC) in an English as a foreign language class and the difference between their perceptions to detect how convergent or possibly how divergent these are. The project used a convenience sample of 300 students taking an intermediate English course and their teachers (N=60) in several English Language Institutes in Tabriz, Iran. The instruments included a Likert scale questionnaire on teachers’ pedagogic strategies and learners’ WTC completed by both teachers and learners. Based on the data collected from the questionnaires, it was revealed that the teachers and learners agreed on the role of teachers’ wait time in learners’ WTC but not on the other strategies such as motivating strategies, error correction strategies, and teachers’ congruence. The findings of the study have important implications for teachers in terms of reconsidering their pedagogic strategies to play their facilitating roles in engendering students’ WTC in the class. The results also have the implications for EFL teacher education in the new era of communication.
این مقاله دیدگاه مدرسین و زبان آموزان را نسبت به مهارتهای تدریس مدرسان زبان و تمایل به ارتباط زبان آموزان و تفاوت این دو دیدگاه را بررسی می نماید. به همین منظور از پرسشنامه ای با مقیاس لایکرت با مضمون مهارتهای تدریس مدرسان زبان و تمایل به ارتباط زبان آموزان استفاده شد که توسط مدرسان و زبان آموزان تکمیل شد. شرکت کننده های این تحقیق مدرسان (تعداد 60) و زبان آموزان دور متوسطه (تعداد 300) در آموزشگا ههای متعدد تبریز- ایران بودند. نتایج تحقیق نشان داد که علیرغم تفاوتهای جزیی بین دیدگاه مدرسان و زبان آموزان هر دو گروه برا ین نظر توافق داشتند که مهارتهای برانگیزنده و همخوانی سطح مدرسین با زبان آموزان تاثیر بسزایی در تعامل به ارتباط زبان آموزان دارد. نتایج این تحقیق پیام مهمی برای مدرسین زبان جهت توجه این مدرسین به این مهارتهای موثر و همچنین تربیت مدرس در عصر جدید آموزش دارد.
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