Critical Language and Literary Studies

نوع مقاله : علمی - پژوهشی

نویسندگان

دانشگاه شهید بهشتی

10.52547/clls.18.26.15

چکیده

هدف از مطالعه حاضر بررسی میزان برداشت مفهوم استقلال یادگیری معلمان و زبان آموزان ایرانی و نیز معلمان و زبان آموزان اهل ترکیه می باشد.شرکت کنندگان  این مطالعه را 490 نفر که شامل 95 نفر معلم مرد، 81 نفر معلم زن، 155 زبان آموز مرد و 159 زبان آموز زن می باشد تشکیل می دهند  که از دو آموزشگاه زبان انگلیسی شکوه در ایران و برلیتز در ترکیه انتخاب شده اند. به منظور جمع آوری داده های مورد نیاز، از دو پرسشنامه "خودارزیابی نقش یادگیرندگان و معلمان" و "استقلال یادگیرنده: از نگاه معلمان"  استفاده شده است. برای تجزیه وتحلیل داده ها نیز روشهای  ضریب همبستگی پیرسون و  آزمون تی  مورد استفاده قرار گرفته اند. بر اساس نتایج به دست آمده هیچ ارتباط معناداری بین ادراک معلمان و زبان آموزان ایرانی از استقلال یادگیری وجود ندارد و نیز هیچ رابطه معناداری بین ادراک معلمان و زبان آموزان اهل ترکیه از این مفهوم وجود ندارد. همچنین آزمون تی تست در خصوص مقایسه بین دیدگاه معلمان ایرانی و اهل ترکیه نشان داد که اختلاف معناداری بین آن دو نیز وجود ندارد. از سوی دیگر آزمون تی جهت مقایسه استقلال زبان آموزان ایرانی و اهل ترکیه نشان داد که بین ادراک زبان آموزان  ایرانی و ترکیه ای از مفهوم استقلال یادگیری نیز تفاوت معناداری وجود ندارد. این می تواند نشان دهنده شباهت فرهنگی و یا نزدیکی سیستم آموزشی بین دو کشور باشد .

کلیدواژه‌ها

عنوان مقاله [English]

A Survey of ELT Teachers and Learners’ Perception of Learner’s Autonomy in Iran and Turkey

نویسندگان [English]

  • Sasan Baleghizadeh
  • مریم مقیمی

Shahid Beheshti University

چکیده [English]

By acquiring a new language, people can not only come to respect differences, but also realize that they live in a small world. Although there are many positive aspects regarding acquiring a new language, not every person who attempts to learn a new language succeeds in obtaining the ability to effectively communicate for several reasons such as losing motivation and confidence towards learning, lack- ing an effective learning environments, and so forth. There is no doubt that teachers play a significant role in producing successful language communicators. Teachers are able to maintain and control students’ motivation towards studying both inside and outside the classroom, which certainly produces students’ confidence in their communication skills. In addition to the significant role of the teacher in the language learning process, students must also make an extensive effort to acquire a target language on their own. After careful consideration of the role of the instructor and learner in language development, we can come to the conclusion that effective lan- guage learning requires fruitful teaching and learner autonomy.

کلیدواژه‌ها [English]

  • Iranian EFL teachers and learners"
  • Turkish EFL teachers and learners"
  • Perception
  • Autonomy"
  • "
  • Learning"
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