The Interface among Interpersonal and Intrapersonal Intelligences, Language Teaching Anxiety, and Classroom Management Beliefs: The Case of EAP Instructors
محورهای موضوعی : language teaching
مودت سعیدی
1
(گروه زبان انگلیسی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران)
زهره بیات شهبازی
2
(گروه زبان انگلیسی، دانشگاه تربیت دبیر شهید رجایی ، تهران، ایران)
کلید واژه: Interpersonal intelligence, English for Academic Purposes, Intrapersonal Intelligence, classroom management beliefs, EAP language instructor, EAP content instructor, language teaching anxiety,
چکیده مقاله :
The current study aimed to investigate the relationship among English for academic purposes instructors’ interpersonal and intrapersonal intelligence types, language teaching anxiety, and classroom management beliefs taking a correlational research design. To this end, a convenient sample of 98 EAP instructors were asked to complete the excerpted sections of McKenzie’s Multiple Intelligences Questionnaire, Teacher Anxiety Scale, and Behavior and Instructional Management Scale. The results of Pearson product-moment tests revealed a significant negative relationship between interpersonal intelligence and classroom management beliefs while no significant link was observed between intrapersonal intelligence and classroom management beliefs. The same results were obtained for the possible relationship between these two intelligence types and language teaching anxiety. Furthermore, a significant negative relationship was found between EAP instructors’ language teaching anxiety and classroom management beliefs. The multiple regression analysis also showed that interpersonal intelligence could strongly predict EAP instructors’ classroom management beliefs. Furthermore, the two independent samples t-tests demonstrated that language and content instructors differed with regard to their language teaching anxiety and classroom management beliefs in EAP classes. The results were discussed in light of previously existing literature and some pedagogical implications were presented for EAP teacher training courses.
هدف مطالعه ی حاضر بررسی رابطه ی میان هوش بین فردی و میان فردی، اضطراب تدریس، و باورهای مدیریت کلاس در میان اساتید زبان تخصصی با رویکرد تحقیقی همبستگی بود. بدین منظور، ۹۸ استاد زبان تخصصی، بخشهای مربوط به این دو هوش از پرسشنامه ی مکنزی، پرسشنامه ی اضطراب تدریس، و ابزار سنجش باورهای مدیریت آموزشی و رفتاری را تکمیل کردند. نتایج آزمون همبستگی پیرسون، رابطه ی معنادار و منفی میان هوش بین فردی و باورهای مدیریت کلاس را آشکار ساخت در حالیکه درمیان هوش میان فردی و باورهای مدیریت کلاس ارتباطی یافت نشد. نتایج مشابهی در مورد رابطه ی این دو هوش و اضطراب تدریس در میان اساتید زبان تخصصی بدست آمد. علاوه بر این، رابطه ی معنادار و منفی میان اضطراب تدریس و باورهای مدیریت کلاس اساتید زبان تخصصی پیدا شد. نتایج تحلیل رگراسیون حاکی از نقش پیش بینی کننده ی هوش بین فردی برای باورهای مدیریت کلاس اساتید زبان تخصصی بود. علاوه بر این، آزمون تی مستقل نشان داد که اساتید زبان و رشته ی تخصصی که زبان تخصصی را ارائه می نمایند از نظر اضطراب تدریس و باورهای مدیریت کلاس، تفاوت معناداری دارند. نتایج در پرتو مطالعات پیشین مورد بحث قرار گرفته و برخی کاربردهای آن برای دوره های آموزشی مدرسان زبان تخصصی ارائه شده است.
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