نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار، گروه زبان و ادبیات انگلیسی، دانشکده ادبیات فارسی و زبان های خارجی، دانشگاه علامه طباطبایی، تهران، ایران
2 دکتری آموزش زبان انگلیسی ، گروه زبان و ادبیات انگلیسی، دانشکده ادبیات فارسی و زبان های خارجی، دانشگاه علامه طباطبایی، تهران، ایران
چکیده
باتلان (2001) مدعی است رابطة متقابل محترمانه معلم-زبان آموز به ایجاد محیط امنی برای یادگیری میانجامد. مطالعه حاضر مقیاس چندوجهی ارائه میدهد که به صورت میانفرهنگی، احترام/بیاحترامی معلمان نسبت به زبانآموزان را به عنوان بعد حیاتی روابط زبانآموز-معلم میسنجد. پرسشنامه احترام معلم به زبانآموز بر پایه پیشینه تحقیق، گروههای متمرکز و مصاحبههای برخط ساخته شد. ما ابعاد پرسشنامه احترام معلم به زبانآموز را از طریق تحلیل عاملی تاییدی اندازهگیری کردیم تا تأییدی برای مدل شش-عاملی فرضیمان در میان زبانآموزان و معلمان انگلیسی بومی و غیر بومی بیابیم (472= N). ساختار شش-عاملی از طریق تحلیل عاملی اکتشافی پرسشنامه احترام معلم به زبانآموز به دست آمد که بر اساس سه دسته فراگیر دربرگیرندة 14 مضمون فرعی حاصل از گروههای متمرکز و مصاحبههای برخط ساخته شد. بر اساس این تحلیلها، ساختار شش-عاملی بهترین برازش را نشان داد. این ابعاد شامل الف) خصوصیات بینافردی معلم، ب) بینش معلم و ج) ویژگیهای شغلی معلمان است. ضرایب پایایی نشان داد که همسانی درونی قابل قبولی در میان پرسش های مدل شش عامل وجود دارد. همچنین، ما اعتبار همگرا، واگرا و روایی پیشبینیکننده پرسشنامه احترام معلم به زبانآموز را نیز سنجیدیم. به نظر میرسد احترام/بیاحترامی مدرسان به زبانآموزان، پیشرفت تحصیلی زبانآموز، به ویژه معدل و خودارزیابی زبانآموزان از موفقیت شان در یادگیری زبان انگلیسی را پیشبینی کند. نتایج از وجود شش بعد حاصل از تحلیل عاملی اکتشافی و گروههای متمرکز و مصاحبههای برخط پشتیبانی نموده و شواهدی عینی از ویژگیهای روانسنجی این مقیاس را به ما ارائه میدهد. این مقیاس میتواند توسط مربیان و سیاستگذاران برای نظارت بر روابط محترمانه معلم-زبانآموز به کار گرفته شود.
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