نوع مقاله : مقاله پژوهشی
نویسندگان
1 کارشناس ارشد آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تهران غرب، گروه زبان انگلیسی، تهران، ایران
2 استادیاردانشگاه آزاد اسلامی، واحد سبزوار،گروه زبان انگلیسی، سبزوار، ایران
3 دانشیاردانشگاه آزاد اسلامی، واحد تهران غرب، گروه زبان انگلیسی، تهران، ایران
چکیده
تحقیق حاضر با هدف بررسی ادراک معلمان زبان انگلیسی در دو محیط زبان دوم و زبان خارجی در مورد ماهیت سوءرفتار زبان آموزان انجام گرفت. علاوه بر این، مطالعه به دنبال بررسی این امر بود که این معلمان چه راهبردهایی در مقابله با سوءرفتار زبان آموزان در دو محیط مزبور به کار میبرند. شرکتکنندگان در این مطالعه 10 معلم در ایران و 12 معلم در کلاسهای درس زبان انگلیسی در فیلیپین بودند. داده های کیفی از طریق انجام مصاحبه با معلمان دعوت شده و مشاهده ی کلاس های آنها برای چهار جلسه جمع آوری شد. داده ها با استفاده از روش داده بنیاد مورد تجزیه و تحلیل قرار گرفت. تجزیه و تحلیل اولیه ی داده ها نشان داد که معلمان زبان انگلیسی در این مطالعه، سوءرفتار را متفاوت از تعریف های موجود در ادبیات نمی دانستند. در نظر آنها، سوءرفتار در تمامی کلاس های زبان میتواند به عنوان رفتاری غیرمعمول و غیرمنتظره تعریف شود که در روند آموزش و یادگیری باعث اختلال می شود. همچنین، معلمان فیلیپینی و ایرانی به عنوان مثال از دو محیط زبان دوم در مقابل زبان خارجی به ترتیب از سه نوع راهبرد برای مقابله با سوءرفتار با دانش آموزان استفاده کردند: 1) نظام مبتنی بر قانون، 2) نظام پاداش دهی، و 3) برخورد شخصی که به تفکیک نوع استفاده از آنها در دو محیط در نهایت تشریح شد و مشخص گردید آموزگاران فیلیپینی و ایرانی با داشتن کم و بیش درک نسبتا یکسانی از سوءرفتار، چنین راهبردهایی را اتخاذ کرده بودند. مقاله ی حاضر، دارای اطلاعات ضمنی فراوانی در خصوص مدیریت کلاسی در کلاس های درس زبان انگلیسی جهت برقراری تعامل موثر اجتماعی میان فراگیران و مدرسان آنها در این دو محیط است.
کلیدواژه‌ها
Ahmadian, M. J., & Vahid Dastjerdi, H. (2010). A comparative study of perception of politeness of American reprimands by Iranian EFL learners and Americans. The Social Sciences, 5(4), 359-363.
Aliakbari, M., Mirzaee, A., & Tarlani Aliabadi, H. (2013). On the secondary school teachers’ perceptions of students’ misbehavior: The case of Iranian male and female teachers. International Journal of Psychology and Behavioral Research, 5(2), 240-249.
Atıcı, M. (1999). An exploration of the relationships between classroom management strategies and teacher efficacy in English and Turkish primary school teachers (Unpublished doctoral dissertation). Leicester University, England.
Battistich, V., Solomon, D., Kim, D., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students’ attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32(3), 627-658.
Baúar, H. (1999). Classroom management. [In Turkish: SÕnÕf yönetimi]. Istanbul, Turkey: National Education Ministry Publications.
Bear, G. G., Gaskins, C., Blank, J., & Chen, F. F. (2011). Delaware school climate survey – student: Its factor structure, concurrent validity, and reliability. Journal of School Psychology, 49, 157-174.
Bear, G. G., Yang, C., Mantz, L., Pasipanodya, E., Hearn, S., & Boyer, D. (2014). Technical manual for Delaware school survey: Scales of school climate, bullying victimization, student engagement, and positive, punitive, and social emotional learning techniques. Newark, DE: University of Delaware and Delaware Department of Education.
Bear, G., Chen, D., Mantz, L., Yang, h., Huang, X., & Shiomi, K. (2016). Differences in classroom removals and use of praise and rewards in American, Chinese and Japanese schools. Teaching and Teacher Education, 53, 41-50.
Berliner, D. C. (1988). The development of expertise in pedagogy. New Orleans, LA: AACTE.
Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2009). A social disorganization perspective on bullying-related attitudes and behaviors: The influence of school context. American Journal of Community Psychology, 43(3-4), 204-220.
Briesch, A. M., & Chafouleas, S. (2009). Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors. School Psychology Quarterly, 24(2), 106-118.
Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management. Philadelphia, PA: Lawrence Erlbaum Associates.
Cabaroglu, N., & Altinel, Z. (2010). Misbehavior in EFL classes: Teachers’ and students’ perspectives. Sosyal Bilimler Enstitusu Dergisi, 19(2), 99-119.
Catania, A. (2001). Positive psychology and positive reinforcement. American Psychologist, 56(1), 86-87.
Charmaz, K. (2000). Grounded Theory: Objectivist and constructivist methods. In N. K. Denzin & Y. S. Lincoln, (Eds.), Handbook of qualitative research (pp. 509-535). London, England: Sage Publications.
Chastain, K. (1989). Developing second language skills: Theory and practice (3rd ed.). Orlando, FL: Harcourt Brace Jovanovich.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London, England: Sage.
Dinsmoor, J. A. (1992). Setting the record straight: The social views of B. F. Skinner. American Psychologist, 47(11), 1454.
Doyle, W. (2006). Ecological approaches to classroom management. In C. Evertson & C. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 97-125). New York: Erlbaum.
Dragoi, V., & Staddon, J. R. (1999). The dynamics of operant conditioning. Psychological Review, 106(1), 20-61.
Emmer, E. (1997).Teacher emotions and classroom management. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Evans, M. (2012). The sociolinguistics of schooling: the relevance of Derrida's Monolingualism of the Other or The Prosthesis of Origin. In E. Esch & M. Solly (Eds.), The sociolinguistics of language education in international contexts (pp. 31-46). Berne, Switzerland: Peter Lang.
Fenning, P. A., Pulaski, S., Gomez, M., Morello, M., Maciel, L., Maroney, E., Maltese, R., et al. (2012). Call to action: A critical need for designing alternatives to suspension and expulsion. Journal of School Violence, 11(2), 105-117.
Fowler, J., & Sarapli, O. (2010). Classroom management: What ELT students expect. Procedia: Social and Behavioral Sciences, 3, 94-97.
Freiberg, H. J. (1996). From tourists to citizens in the classroom. Educational Leadership, 54(1), 32-36.
Gardner, A., Wacker, D., & Boelter, E. (2009). An evaluation of the interaction between quality of attention and negative reinforcement with children who display escape-maintained problem behavior. Journal of Applied Behavior Analysis, 42(2), 343-8.
Glaser, B., & Straus, A. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: de Gruyter.
Glasser, W. (1969). Schools without failure. Oxford, England: Harper & Row.
Gordon, R. (1974). A tutorial on ART (algebraic reconstruction techniques). IEEE Transactions on Nuclear Science, 21(3), 78-93.
Guerrettaz, A. M., & Johnston, B. (2013). Materials in the classroom ecology. Modern Language Journal, 97, 779-796.
Kayi‐Aydar, H. (2014). Social positioning, participation, and second language learning: Talkative students in an academic ESL classroom. TESOL Quarterly, 48(4), 686-714.
Kohn, A. (1996). Beyond discipline: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development.
Kuperminc, G., Leadbeater, B., Emmons, C., & Blatt, S. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Developmental Science, 1(2), 76-88.
Levin, J., & Nolan, J. F. (2000). Principles of classroom management: A professional decision-making model (3rd ed.). London, England: Allyn & Bacon.
Lewis, R. (2001). Classroom discipline and student responsibility: The students’ view. Teaching and Teacher Education, 17, 307-319.
Lingard, L., Albert, M., & Levinson, W. (2008) Qualitative research: Grounded theory, mixed methods, and action research. BMJ, 337, 459-461.
Macías, D. F. (2018). Classroom management in foreign language education: An exploratory review. Profile: Issues in Teachers’ Professional Development, 20(1), 153-166.
Mahmoodi, M. H., Izadi, N., & Dehghan Nezhad, M. (2014). An investigation into the relationship among EFL teachers’ reflection, classroom management orientations, and perceptions of language learning strategies and students’ L2 achievement. Applied Research on English Language, 4(2), 25-42.
Martin, N. K., & Baldwin, B. (1996). Beliefs regarding classroom management style: Differences between novice and experienced, elementary and secondary level teachers. Paper presented at the meeting of the American Educational Research Association, New York, NY.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Alexandria, VA: Association for Supervision and Curriculum Development.
McGarity, J. R., & Butts, D. P. (2006). The relationship among teacher classroom management behaviour, student engagement, and student achievement of middle and high school science students of varying aptitude. Journal of Research in Science Teaching, 21(1), 55-61.
McCaslin, M., & Good, T. L. (1992). Compliant cognition: The misalliance of management and instructional goals in current school reform. Educational Researcher, 21(3), 4-17.
Miller, A. (2000). Creating learning communities: Models, resources, and new ways of thinking about teaching and learning. Brandon, VT: Foundation for Educational Renewal.
Mitchell, M. M., & Bradshaw, C. P. (2013). Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology, 51(5), 599-610.
Mohammed, R. M. Z. A. A. (2014). The effect of classroom optimal management on developing EFL teachers' performance: A case study of secondary schools, Gezira State, Sudan (Unpublished doctoral dissertation). University of Gezira, Sudan.
Naseri, K. P., Hesamy, G. R., & Hemmati, F. (2016). Dynamics of EFL teacher education in Iran: A qualitative enquiry. Teaching English Language (Teaching English Language and Literature Society of Iran), 10(1), 109-131.
Noddings, N. (2007). When school reform goes wrong. New York: Teachers College Press.
Pane, D. M. (2010). Viewing classroom discipline as negotiable social interaction: A communities of practice perspective. Teaching and teacher education, 26(1), 87-97.
Pearl, A., & Knight, A. (1998). Democratic schooling: Theory to guide educational practice. New Jersey: Hampton Press.
Podaná, E. (2017). Teacher's use of English and mother tongue when solving discipline problems (Unpublished master’s thesis). University of Pardubice, The Czech Republic.
Quintero, J., & Ramírez, O. (2011). Understanding and facing discipline-related challenges in the English as a foreign language classroom at public schools. Profile: Issues in Teachers’ Professional Development, 13(2), 59-72.
Rahimi, M., & Hosseini, F. K. (2012). EFL teachers’ classroom discipline strategies: The students’ perspective. Procedia - Social and Behavioral Sciences, 31, 309-314.
Rahimi, M., & Asadollahi, F. (2012). On the relationship between Iranian EFL teachers’ classroom management orientations and teaching style. Procedia - Social and Behavioral Sciences, 31, 49-55.
Rahimi, M., & Karkami, F. H. (2015). The role of teachers' classroom discipline in their teaching effectiveness and students' language learning motivation and achievement: A path method. Iranian Journal of Language Teaching Research, 3(1), 57-82.
Sanford, J. P., Emmer, E. T., & Clements, B. S. (1983). Improving classroom management [Electronic version]. Educational Leadership, 40(7), 56-61.
Schneider, S. H. (1996). Don’t bet all environmental changes will be beneficial. American Physical Society News Online. Retrieved June 27, 2008 from http://stephenschneider.stanford.edu/Publications/PDF_Papers/APS.pdf
Shochet, I. M., Dadds, M. R., Ham, D., & Montague, R. (2006). School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical Child and Adolescent Psychology, 35, 170- 179.
Skiba, R. J., Horner, R. H., Chung, C., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40(1), 85-107.
Sternberg, R. J., & Williams, W. M. (2002). Educational psychology. Boston, MA: Allyn & Bacon.
Stone, P., & Kidd, A. (2011). Students’ social positioning in the language classroom: Implications for interaction. RELC Journal, 42(3), 325-343.
Soares, D. (2007). Discipline problems in the EFL class: Is there a cure? Issues in Teachers’ Professional Development, 8(1), 41-58.
Swinson, J., & Melling, R. (1995). Assertive discipline: Four wheels on this wagon: A reply to Robinson and Maines. Educational Psychology in Practice, 11(3), 3‐8.
Trussell, R. (2008). Classroom universals to prevent problem behaviors. Intervention in School & Clinic, 43(3), 179-185.
Tse, M., Leung, R., & Ho, S. (2012). Pain and psychological well-being of older persons living in nursing homes: an exploratory study in planning patient-centered intervention. Journal of Advanced Nursing, 68(2), 312-321.
Vitto, C. L. (2006). Grammar by diagram: Understanding English grammar through traditional sentence diagramming. Ontario, Canada: Broadview Press.
Vosough, M., & Nafissi, Z. (2018). An exploration of english language teachers' strategies for disciplining unauthorized behavior in iranian public and private language schools. AJELP: The Asian Journal of English Language and Pedagogy, 6, 65-84.
Waller, R., & Higbee, T. (2010). The effectiveness of fixed-time escapes on inappropriate and appropriate classroom behavior. Journal of Applied Behavior Analysis, 43(1), 149-53.
Wilson, D. (2004). The interface of school climate and school connectedness and relationships with aggression and victimization. Journal of School Health, 74(7), 293-299.
)