مطالعه ی بین فرهنگی راهبردهای مورد استفاده معلمان زبان انگلیسی در مدیریت سوء رفتار در دو محیط زبان دوم و زبان خارجی: مطالعه ی موردی ایران و فیلیپین
محل انتشار: مجله افق های زبان، دوره: 3، شماره: 1
سال انتشار: 1398
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 378
فایل این مقاله در 29 صفحه با فرمت PDF قابل دریافت می باشد
- صدور گواهی نمایه سازی
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_LGHOR-3-1_007
تاریخ نمایه سازی: 23 دی 1398
چکیده مقاله:
The present study aimed at investigating the perceptions of EFL teachers about students’ misbehavior in English as a Foreign Language (EFL) and English as a Second Language (ESL) classroom contexts. Moreover, the study sought to probe what strategies EFL and ESL teachers use to deal with students’ misbehavior. Participants included 10 teachers in EFL classes in Iran and 12 teachers in ESL classes in the Philippines. Qualitative data were collected through conducting interviews with the invited teachers and observing their classrooms for four sessions. Data were analyzed using the grounded theory (GT) method. The initial analysis of the data revealed that English language teachers in this study did not perceive misbehavior differently from the existing definitions in the literature. To them, misbehavior in all language classes could be defined as an unusual and unexpected behavior that would lead to disorder in the process of teaching and learning. The Filipino and Iranian teachers as two example cases of ESL versus EFL contexts, respectively, utilized three types of strategies to deal with students’ misbehavior: 1) rule system, 2) reward system, and 3) personal encounter strategies for which clarifications were given in each context. Based on the analysis, it was found that the Filipino and Iranian teachers had more or less similar perceptions of learners’ misbehavior. This article has numerous implications regarding classroom management as inspired by language learning contexts for a successful social interaction between and among language learners and their teachers in two diverse contexts (EFL vs. ESL).
کلیدواژه ها:
نویسندگان
Mahdieh Kor
MSc, English Department, Tehran West Branch, Islamic Azad University, Tehran, Iran
marjan vosoughi
Assistant Professor of English Department, Sabzevar Branch, Islamic Azad University, Sabzevar, Iran
Minoo Alemi
Associate Professor of English Department, Tehran West Branch, Islamic Azad University, Tehran, Iran
مراجع و منابع این مقاله:
لیست زیر مراجع و منابع استفاده شده در این مقاله را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود مقاله لینک شده اند :