چکیده:
Research on teacher cognition concerning listening instruction has not been sufficiently touched upon. The present case study aimed to investigate Iranian EFL teachers' stated practices, their perceptions of how effective those practices are, and their actual classroom practices of two casual process-oriented listening instructional approaches namely, strategy-based instruction (SBI) and
metacognitive instruction (MCI). To this end, a mixed methods design was utilized. Five experienced EFL teachers were required to be observed and to fill a self-report questionnaire. The findings from
the questionnaire revealed teachers' relative but insufficient use of the two process-oriented approaches. Regarding the effectiveness of the process-oriented approaches, the majority of the techniques were perceived by the teachers as effective. Also, the result of the observation showed that process-oriented approaches were conspicuously absent in the teachers' actual classroom practices. Finally, pedagogical implications for EFL teachers, teacher educators, and material developers concerning how best to teach listening are discussed.
تحقیقات معدودی در خصوص آموزش مهارت شنیداری در ایران انجام یافته است. مطالعه حاضر سعی دارد تا نکته نظر و عملکرد معلمین ایرانی را در مورد آموزش این مهارت از دو منظر بررسی نماید؛ آموزش مبتنی بر استراتژی و آموزش فراشناختی. بدین منظور، با بکارگیری روش تحقیق ترکیبی، پنج نفر معلم زبان تحت مشاهده کلاسی قرار گرفتند و سپس از آنها خواسته شد تا پرسشنامهای را در این زمینه تکمیل نمایند. اطلاعات حاصل از پرسشنامهها به استفاده نسبی ولی ناکافی از دو رویکرد فرایندمحور اشاره داشت. با توجه به تاثیر رویکردهای فرایندمحور، تکنیکهای بهکار گرفته شده توسط معلمین موثر بودند. از طرف دیگر، نتیجه مشاهدات کلاسی نشان داد که رویکردهای فرایندمحور به ندرت در کلاسها مورد استفاده قرار میگیرند. یافتههای این پژوهش میتواند در جهت تدریس بهتر و موثرتر مهارت شنیداری توسط معلمین زبان، مدرسین تربیت معلم و تهیه و تدوینکنندگان مطالب درسی مورد بهرهبرداری قرار گیرد.
خلاصه ماشینی:
"The present case study aimed to investigate Iranian EFL teachers' stated practices, their perceptions of how effective those practices are, and their actual classroom practices of two casual process-oriented listening instructional approaches namely, strategy-based instruction (SBI) and metacognitive instruction (MCI).
Keywords: actual classroom practices, metacognitive instruction (MCI),process-oriented approaches, stated practices, strategy-based instruction (SBI), teacher cognition Received: 15/03/2017 Accepted: 09/12/2017 Corresponding author Research about how to teach listening has yielded positive outcomes over the past decade mainly by proposing process-oriented approaches to teaching listening.
According to Vandergrift & Goh (2012), MCI offers a variety of strategies with the aim to develop more significant metacognitive knowledge and more effective strategy use through the systematic and principled planning of learning activities in the classroom as well as in contexts beyond the classroom.
These activities enable learners to become aware of various processes that are involved in L2 listening, to experience social-cognitive processes of listening comprehension and apply what they have learned to contexts beyond the classroom, be it to, use appropriate strategies during listening, explore their own self-concept as listeners or get an insight into factors that influence their individual performance in different listening tasks.
Discussion The findings of this study reveal Iranian EFL teachers’ stated practices, their perceptions of how effective those practices are, and their actual classroom practices regarding process-oriented listening instruction which is commonly characterized by SBI and MCI.
In effect, the lack of a process-orientation in teachers’ actual classroom practices can be attributed to the listening materials in the textbook that are devoid of a strategy-based approach and a metacognitive focus."