نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تبریز
2 دانشیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تبریز
3 استادیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تبریز
چکیده
اگر چه تلاشهای تحقیقاتی فراوانی برای بررسی هوش هیجانی و بازخورد اصلاحی در یادگیری زبان صورت گرفته، اما نقش هوش هیجانی بر روی بازخورد اصلاحی هنوز مشخص نشده است. این تحقیق با روش ترکیبی کمی و کیفی، به نقش هوش هیجانی در ادراک و عملکرد معلمان انگلیسی در زمینه بازخورد اصلاحی به منظور پر کردن این خلاء تحقیقاتی پرداخته است. بدین منظور، 12 معلم در این مطالعه شرکت کردند. هوش هیجانی این معلمان توسط پرسشنامه Bar-On EQ-I اندازه گیری شد؛ درک معلمان از بازخورد اصلاحی از طریق یک مصاحبه نیمه ساختار یافته سنجیده شد؛ و عملکرد معلمان در زمینه بازخورد اصلاحی از طریق یک چک لیست مشاهده‌ای تعیین شد. نتایج حاصل از تجزیه و تحلیل کیفی وکمی داده ها نشان داد که هر دو گروه معلمان با هوش هیجانی بالا و پایین اصلاح توسط معلم را به خود اصلاحی و اصلاح توسط هم کلاسی‌ها ترجیح دادند؛ با این حال، نوع بازخورد اصلاحی مورد استفاده معلمان با توجه به هوش هیجانی آنها متفاوت بود. در حالی که معلمان با هوش هیجانی بالا بازخورد استخراجی، تکرار، خوداصلاحی، بازتولیدی، درخواست توضیح و اصلاح توسط هم‌کلاسی را ترجیح می‌دادند، معلمان با هوش هیجانی پایین‌تر از اصلاحات صریح، بازتولیدی، بازخورد فرا زبانی و نادیده گرفتن خطا را ترجیح می دادند. علاوه براین، ادراکات معلمان با هوش هیجانی بالا از بازخورد اصلاحی با عملکرد آنها در اجرای تمامی انواع بازخوردهای اصلاحی انطباق داشت، درحالی که در معلمان با هوش هیجانی پایین، تنها در بازخورد فرازبانی این انطباق وجود داشت. یافته های این تحقیق در ارتباط با اهمیت هوش هیجانی در ارائه بازخورد اصلاحی مورد بحث قرار گرفته است.
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