叙事智能在英语教学中的作用、专业和性别

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Porta Linguarum Pub Date : 2013-01-12 DOI:10.30827/digibug.29626

R. Pishghadam, S. Golparvar, Gholam Hassan Khajavy

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引用次数: 8

摘要

本研究旨在从专业和性别两方面考察叙事智力在英语教师成功中的作用。753名英语教师和学习者参与了这项研究。本研究采用叙事智力量表和教师成功量表收集数据。研究结果表明，教师的教学效果与其叙事智力之间存在显著的关系。此外，英语文学专业的教师表现出更高的叙事智力水平。此外，男女教师在叙事智力方面没有统计学上的显著差异。最后，对研究结果进行了讨论，并在语言学习和教学的背景下提供了教学意义。

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The Role of Narrative Intelligence in English Language Teaching, Major and Gender

This research attempt purports to examine the role of narrative intelligence in the success of English language teachers with respect to major and gender. Seven hundred and fifty three English language teachers and learners took part in this study. Scales of narrative intelligence and teacher success were used to garner data in this study. The findings indicated that there exists a significant relationship between teachers� pedagogical effectiveness and their narrative intelligence. Moreover, EFL teachers who majored in English literature showed a higher level of narrative intelligence. In addition, there was no statistically significant difference between male and female teachers in terms of narrative intelligence. Finally, the results were discussed and pedagogical implications were provided in the context of language learning and teaching.

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来源期刊

Porta Linguarum Social Sciences-Education

CiteScore

1.70

自引率

16.70%

发文量

期刊介绍： PORTA LINGUARUM is an international and interuniversity journal that specialises in foreign language didactics. Its aims to publish empirical studies, critical revisions, and theoretical models that relate to the many factors that influence the FL teaching and learning: - The social and school context: the family’s social and cultural influence as well as the student’s mother language and its influence on the L2 learning process, etc. - The students: their personal characteristics (age, gender, personality traits, etc.) as well as their attitudes, motivation, cognitive styles, etc. - The FL teacher: the teacher’s mental representations, attitudes, motivation, individual characteristics, teaching methods, etc. - Learning conditions and the learning process, variables that influence the teaching and learning processes in the classroom: efficiency of teaching strategies, teaching methods and techniques, second language acquisition processes, students and teachers interaction, effect of teaching resources and materials, etc. - Learning outcomes: evaluation of procedures as well as the evaluation of the students’ communicative competence at different academic levels, etc.