نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری گروه زبان انگلیسی، واحد تبریز،دانشگاه آزاد اسلامی، تبریز، ایران
2 استادیار گروه آموزش زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
3 استادیار گروه آموزش زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.
چکیده
این پژوهش با هدف پی بردن به باور مدرسان ایرانیِ زبان انگلیسی با تجربۀ کم و زیاد در تصحیح خطاهای نوشتاری زبان‌آموزان، انواع بازخورد اصلاحی نوشتاری ترجیحی‌‌شان، مفیدترین نوع بازخورد اصلاحیِ خطاهای نوشتاری و نیز تفاوت بین آنچه که بدان باور دارند و آنچه که عملاً انجام می‌دهند به اجرا درآمد. صدوبیست مدرس زبان انگلیسی در دسترس، متشکل از 53 نفر با تجربۀ کمتر و 67 نفر با تجربۀ بیشتر که در دانشگاه‌های مختلف ایران درس نگارش تدریس می‌کردند، در این پژوهش شرکت نمودند. در این مطالعۀ توصیفی از روش‌های جمع‌آوری اطلاعات به‌صورت کمّی (سوال‌های بسته و بررسی نوشتار) وکیفی (سوال‌های باز) در پرسش‌نامۀ بازخورد نوشتاری استفاده گردید. برای تحلیل اطلاعات کمّی، از آمار توصیفی، شامل فراوانی و درصد استفاده شد. نتایج نشان داد که مدرسان باتجربه وکم‌تجربه در اصلاح خطاها و یافتن مفیدترین نوع اصلاح خطا و همچنین برای اشاره به اشتباهات، الویت‌ها و نظرات متفاوتی دارند. درمورد داده‌های کیفی، در بررسی سوال‌های باز هیچ تفاوتی در باور معلمان در پاسخ‌گویی به سوال‌های باز و بستۀ پرسش‌نامه مشاهده نشد. با وجود این، بررسی تصحیح نوشتار واقعی زبان‌آموزان توسط مدرسان نشان داد که باور هر دو گروه باتجربه و کم‌تجربه با شیوۀ واقعی که در تصحیح به‌کار می‌گیرند متفاوت است. این پژوهش کاربردهای آموزشی برای معلمان، سیاست‌گذاران و تصمیم‌گیرندگان آموزشی دارد.
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