كليدواژه :
معلمان و زبان آموزان ايراني , معلمان و زبان آموزان تركيه , برداشت , استقلال
چكيده فارسي :
هدف از مطالعه حاضر بررسي ميزان برداشت مفهوم استقلال يادگيري معلمان و زبان آموزان ايراني و نيز معلمان و زبان آموزان اهل تركيه مي باشد.شركت كنندگان اين مطالعه را 490 نفر كه شامل 95 نفر معلم مرد، 81 نفر معلم زن، 155 زبان آموز مرد و 159 زبان آموز زن مي باشد تشكيل مي دهند كه از دو آموزشگاه زبان انگليسي شكوه در ايران و برليتز در تركيه انتخاب شده اند. به منظور جمع آوري داده هاي مورد نياز، از دو پرسشنامه "خودارزيابي نقش يادگيرندگان و معلمان" و "استقلال يادگيرنده: از نگاه معلمان" استفاده شده است. براي تجزيه وتحليل داده ها نيز روشهاي ضريب همبستگي پيرسون و آزمون تي مورد استفاده قرار گرفته اند. بر اساس نتايج به دست آمده هيچ ارتباط معناداري بين ادراك معلمان و زبان آموزان ايراني از استقلال يادگيري وجود ندارد و نيز هيچ رابطه معناداري بين ادراك معلمان و زبان آموزان اهل تركيه از اين مفهوم وجود ندارد. همچنين آزمون تي تست در خصوص مقايسه بين ديدگاه معلمان ايراني و اهل تركيه نشان داد كه اختلاف معناداري بين آن دو نيز وجود ندارد. از سوي ديگر آزمون تي جهت مقايسه استقلال زبان آموزان ايراني و اهل تركيه نشان داد كه بين ادراك زبان آموزان ايراني و تركيه اي از مفهوم استقلال يادگيري نيز تفاوت معناداري وجود ندارد. اين مي تواند نشان دهنده شباهت فرهنگي و يا نزديكي سيستم آموزشي بين دو كشور باشد .
چكيده لاتين :
Introduction: By acquiring a new language, people can not only come to respect differences, but also realize that they live in a small world. Although there are many
positive aspects regarding acquiring a new language, not every person who attempts
to learn a new language succeeds in obtaining the ability to effectively communicate
for several reasons such as losing motivation and confidence towards learning, lacking
an effective learning environments, and so forth. There is no doubt that teachers
play a significant role in producing successful language communicators. Teachers
are able to maintain and control s tudents’ motivation towards s tudying both inside
and outside the classroom, which certainly produces s tudents’ confidence in their
communication skills. In addition to the significant role of the teacher in the language
learning process, s tudents mus t also make an extensive effort to acquire a target
language on their own. After careful consideration of the role of the ins tructor and
learner in language development, we can come to the conclusion that effective language
learning requires fruitful teaching and learner autonomy.
Background of the s tudy: It is often said that the concept of learner autonomy
is Wes tern, and does not fit in the Asian context. For example, Healey (1999, p. 391)
mentions that “learner self-direction and autonomous learning are Wes tern concepts
that fit smoothly in the US culture in particular.” However, Littlewood (1999) claims
that, with proper learner training, Eas t Asian s tudents have the same capacity for
autonomy as their counterparts in Wes tern countries, and language teachers should
create environments that encourage learner autonomy. Chan’s (2001) s tudy which
inves tigated s tudents’ readiness, willingness, and capacity to learn autonomously at
Hong Kong University also shows how educational and behavioral norms prevent learners from developing their autonomy. Methodology: The participants of this s tudy were 490 upper-intermediate EFL s tudents
and teachers from two ins titutes in Tehran, Iran, and Is tanbul, Turkey. There
were194 participants from Shokouh Language Ins titute, including 101 teachers and
179 s tudents and 149 participants from Berlitz School in Turkey, including 75 teachers,
and 135 s tudents. In this s tudy two ins truments were used, The Role of Learners
and Teachers Tes t and Learner Autonomy: the Teachers’ views. The Role of Learners
and Teachers Tes t was adminis tered in English to Turkish s tudents with the classification
of autonomy ques tions. The items of this ques tionnaire were on a five-point
Likert scale (items 1 – 25) and four-point Likert scale (items 26 – 52). This ques tionnaire
was translated into Persian and checked by two experts. Another ins trument,
Learner Autonomy: the Teachers’ Views Tes t was adminis tered in English to Turkish
and Iranian teachers with the classification of learners’ autonomy ques tions. As mentioned
before, the items of this ques tionnaire were on a five-point Likert scale (items
1 – 13). To make sure that both ins truments enjoy an acceptable level of reliability,
they were both pilot tes ted.
Discussion and conclusion: Both groups of participants (Iranian & Turkish) were
found to have an average level of autonomy based on the scores on the Role of Learners
and Teachers Tes t. The learners’ autonomy of the participants can be due to a
variety of reasons such as the quality of the language education. The correlation
between Iranian teachers’ autonomy and Iranian learners’ autonomy was very poor.
Further, the correlation between Turkish teachers’ autonomy and Turkish learners’
autonomy was negative. It was found that teachers and the aforementioned ins titutes
were affected by learners’ autonomy through improving their knowledge, methods and materials.
