伊朗公立和私立语言学校英语教师惩戒违规行为的策略探讨

Marjan Vosough, Zohreh Nafissi
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引用次数: 2

摘要

本文试图探讨公立高中和私立语言学院英语教师对违规行为(不当行为)的惩戒策略。为此,本研究分两个阶段对教师惩戒不当行为的两套一般策略和特定策略进行了调查。首先,通过对2012年“难以置信的岁月计划”(IYP)公司的美国教师策略问卷进行研究,以确定最适合普通班级管理(CM)计划的教师技巧;其次,使用教师访谈日志来确定具体的CM策略,这是语言课堂的特征。然后,研究人员编制了一份李克特五分制问卷,并对来自德黑兰、伊斯法罕和呼罗珊拉扎维省四个大城市的公立高中和私立语言学院的55名伊朗教师进行了问卷调查,并使用多项逻辑回归方法对他们的回答进行了分析。研究结果表明,只有七种策略可以显著区分语言教师的惩戒行为;然后解释了一个语言类的一般CM中的三种策略和特定CM中的四种策略。最后,对正式和非正式环境中纪律问题的影响进行了批判性讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An Exploration of English Language Teachers' Strategies for Disciplining Unauthorized Behavior in Iranian Public and Private Language Schools
In this article, an attempt was made to explore English language teachers’ strategies for disciplining unauthorized behavior (misbehavior) in public high schools and private language institutes. To this end, two sets of general and specific teacher strategies for disciplining misbehavior were surveyed in two successive stages. First, American Teacher Strategies Questionnaire from the Incredible Years Programs (IYP) incorporation (2012) was examined to decide on the most appropriate teacher techniques for general Class Management (CM) scheme; secondly, teacher interview logs were used to decide on the specific CM strategies, which were characteristic of language classes. Then, a researcher-developed questionnaire with a five-point Likert scale was constructed and distributed among some fifty-five Iranian teachers from public high schools and private language institutes in four large cities in Tehran, Isfahan, and Khorasan Razavi Provinces, and their responses were analyzed using Multinomial Logistic Regression method. The findings showed that only seven strategies  could significantly differentiate language teachers' disciplining mannerism; three strategies in general CM and four strategies in specific CM for a language class were then interpreted. Finally, implications for discipline matters in formal and informal settings were critically discussed.
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