تبیین تجربة متخصصین تعلیم و تربیت و مدرسان زبان انگلیسی برای آموزش زبان انگلیسی در دورة اول متوسطه

پژوهش در برنامه ریزی درسی

مقاله 6، دوره 17، شماره 64، اردیبهشت 1399، صفحه 91-102   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2019.584383.1333

نویسندگان

خدیجه احمدی¹؛ شهرام رنجدوست^{* 2}؛ محمد عظیمی³

¹دانشجوی دکتری، گروه برنامه‌ریزی درسی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران.

²گروه برنامه‌ریزی درسی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران.

³استادیار گروه آموزش ابتدایی، دانشگاه فرهنگیان، تهران، ایران.

چکیده

هدف از پژوهش حاضر،تبیین تجربه متخصصین تعلیم و تربیت و آموزش زبان انگلیسی برای آموزش زبان انگلیسی در دوره اول متوسطه است. مطالعه کیفی حاضر با رویکرد پدیدارشناسی در پاییز 1397 بر روی 21 متخصص تعلیم و تربیت و آموزش زبان انگلیسی به روش نمونه‌گیری هدفمند و تا اشباع داده‌ها انجام شد. این مطالعه با رعایت محرمانه بودن اطلاعات و امکان ترک مطالعه در هر زمان که مایل بودند، ادامه یافت. روش جمع‌آوری داده‌ها از طریق مصاحبه نیمه ساختاریافته انجام گرفت. نحوة تجزیه‌وتحلیل یافته‌های این پژوهش بر اساس سه کدگذاری «باز»، «محوری» و «انتخابی» انجام شد. داده‌های مصاحبه چندین بار به صورت فعال و تعاملی خوانده شد و سپس به صورت باز کدگذاری شد. پس از کدگذاری باز، داده‌های حاصل از آن بر اساس محورهای مشترکی که میان آنها بروز یافته است در کنار هم قرار گرفت و فراوانی آنها شد. سپس کدهای محوری بر اساس همانندی و ناهمانندی‌هایی که با یکدیگر داشتند در تم‌هایی گنجانده شد. فراوانی و درصد هر یک از کدهای محوری محاسبه شد. با تحلیل و ادغام مؤلفه‌های اصلی، 2 مؤلفه اصلی شناسایی و با تحلیل مؤلفه‌های اصلی، 28 مؤلفة فرعی استخراج گردید. نتایج به‌دست‌آمده نشان می‌دهد که از میان مؤلفه‌های فرعی به‌دست‌آمده از تحلیل پاسخ‌های متخصصین تعلیم و تربیت و آموزش زبان انگلیسی، مهم‌ترین روش برای آموزش زبان انگلیسی، ارتقا انگیزة زبان‌آموزان از طرق مختلف برای یادگیری زبان انگلیسی توسط معلم در کلاس درس در دورة اول متوسطه است.

کلیدواژه‌ها

آموزش زبان انگلیسی؛ تجربه متخصصین؛ دورة اول متوسطه

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