Iranian Journal of English for Academic Purposes

Iranian Journal of English for Academic Purposes

مدرک تحصیلی، جنسیت و لهجه به عنوان مولفه های تعیین کننده اعتبار معلم انگلیسی به عنوان زبان خارجی

نوع مقاله : مقاله پژوهشی

نویسندگان
عبدا... سارانی
گیتی موسی پور نگاری
فرزاد سابکی
گروه زبان انگلیسی، دانشگاه سیستان و بلوچستان
چکیده
یکی از مهمترین متغیرهایی که بر تعامل معلمان و دانش آموزان تاثیر می گذارد اعتبار معلم است. به همین دلیل دانش آموزان برخی معلم ها را  به برخی دیگرترجیح دهند . معلمان با اعتبار زیاد، مشوق دانش‌آموزان خود هستند و باعث پیشرفت تحصیلی آنها می شوند. بنابراین، این پژوهش با هدف بررسی تأثیر مدرک تحصیلی، جنسیت و لهجه بر اعتبار معلمان زبان انگلیسی به عنوان زبان خارجی از دیدگاه دانش‌آموزان انجام شده است. داده های این پژوهش از 400 دانش آموز دبیرستانی و 20 معلم زبان در استان سیستان و بلوچستان به روش ﻧﻤﻮﻧﻪ ﮔﻴﺮی آﺳﺎن جمع آوری شده‌است.  نتایج  آزمون یو من ویتنی نشان داد که اعتبار معلمانی که موفق به اخذ مدرک کارشناسی‌ارشد شده اند با آن دسته که مدرک کارشناسی گرفته اند تفاوت معنی‌ داری دارد. همچنین نتایج  نشان داد که اعتبار معلمان مرد از معلمان زن متمایز است. یافته ها  نشان داد که معلمان زن و معلمانی که مدرک کارشناسی ارشد اخذ کرده اند نسبت به معلمان مرد و معلمانی که دارای مدرک کارشناسی هستند دارای اعتبار بیشتری هستند. همچنین نتایج نشان داد که معلمان با لهجه نزدیک تر به انگلیسی دارای اعتبار بیشتری هستند. این مطالعه،علاوه بر کاربرد‌های نظری به برخی کاربرد‌های آموزشی نیز اشاره دارد.
کلیدواژه‌ها
لهجه
مدرک تحصیلی
معلم انگلیسی به عنوان زبان خارجی
جنسیت
اعتبار معلم

[1] Associate Professor of TEFL (Corresponding Author), sarani_ling@hamoon.usb.ac.ir; English Language Department, Faculty of Literature and Humanities, University of Sistan and Baluchestan, Zahedan, Iran.

[1] Assistant Professor of TEFL, mousapour@hamoon.usb.ac.ir; English Language Department, Faculty of Literature and Humanities, University of Sistan and Baluchestan, Zahedan, Iran.

[1] MA in TEFL, sabekif@gmail.com; English Language Department, Faculty of Literature and Humanities, University of Sistan and Baluchestan, Zahedan, Iran.

Ajayi, A. (1986). Organisation Theory: its ramifications, overview and critical appraisal. African Journal of Educational management, (1)1
Alexander, D., & Andersen, K. (1993). Gender as a factor in the attribution of leadership traits.
Political Research Quarterly, 46, 527-545.
Asikhia, OA. (2010). Students and teachers’ perception of the causes of poor academic performance in Ogun state secondary schools. European Journal of Social Sciences, 13(2), 229-242.
Banfield, Sara R., Richmond, Virginia P., McCroskey, James C. (2006). The effect of teacher misbehaviors on teacher credibility and affect for the teacher. Communication Education, 55(1), 63-72.
Beatty, M. J., & Zahn, C. J. (1990). Are student ratings of communication instructors due to “easy” grading practices? an analysis of teacher credibility and student‐reported performance levels. Communication Education, 39(4), 275-282.
Bradac, J.J. and Wisegarver, R. (1984). Ascribed status, lexical diversity, and accent: determinants of perceived status, solidarity, and control of speech style. Journal of Language and Social Psychology, 3(4), 239-55.
Braet, A. C. (1992). Ethos, pathos and logos in Aristotle's rhetoric: A re-examination. Argumentation, 6(3), 307-320.
Buck, S., & Tiene, D. (1989). The impact of physical attractiveness, gender, and teaching philosophy on teacher evaluations. The Journal of Educational Research, 82, 172–177.
Calloway, D.R. (1980) Accent and the evaluation of ESL oral proficiency. In Oller Jr., J. W. & Perkins, K. (eds.). Research in Language Testing. Rowley, Massachusetts: Newbury House.
Cohen, J.W. (1988). Statistical power analysis for the behavioral sciences (2nd edn). Hillsdale, NJ: Lawrence Erlbaum Associates.
Cooper, P. J., & Simonds, C. (1999). Communication for the classroom teacher (6th ed.). Boston, MA: Allyn & Bacon.
Darling-Hammond, L., Berry, B., & Thoreson, A. (2001). Does teacher certification matter? Evaluating the evidence. Educational Evaluation and Policy Analysis, 23(1), 57-77.
Dawson, L. M. (1995). Women and men, morality and ethics. Business Horizons. 38(4), 61-68.
Derwing, T. M., & Munro, M. J. (2005). Second Language Accent and Pronunciation Teaching: A Research-Based Approach. TESOL Quarterly, 39(3), 379. DOI:10.2307/3588486.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation Fundamentals. Language Learning & Language Teaching. doi:10.1075/lllt.42.
Early, D.M., Bryant D.M., Pianta, R.C., Clifford, R, M., Burchinal, M.R., Ritchie,S,. Howes, C,. & Barbarin, C., (2006) Are teachers’ education, major, and credentials related to classroom quality and children’s academic gains in pre-kindergarten? Early Childhood Research Quarterly, 21,174–195
Fakeye, O. D. (2012). Teachers’ qualification and subject mastery as predictors of achievement in English language in Ibarapapa division of Oyo state. Global Journal of Human Social Science, 12(3).
Ferrell, O. C, & Skinner, S. J. (1988). Ethical behavior and bureaucratic structure in marketing research organizations. Journal of Marketing Research, 25, 103-109.
Fischer Clune, M. K. (2009). Students’ perceptions of instructor credibility: effects of instructor sex, gender role, and communication style (doctoral dissertation, department of communication studies, university of Kansas, USA). Retrieved from: https://kuscholarworks.ku.edu/bitstream/handle/1808/5973/Clune_ku_0099D_10590_DATA_1.pdf;sequence=1
Foon, A.E. (1986). A social structural approach to speech evaluation. the Journal of Social Psychology, 126(4), 521-530.
Frymier, A. B. (1994). A model of immediacy in the classroom. Communication Quarterly, 42(2), 133-144.
Giles, H. (1973). Accent mobility: a model and some data, Anthropological Linguistics, 15, 87105.
Giles, H. (1980). Ethnicity Markers in Speech, in Scherer, K.R. and Giles, H. (Eds), Social Markers in Speech, Cambridge University Press, Cambridge, 251-89.
Giles, H. and Sassoon C. (1983). The effect of speaker's accent, social class background and message style on British listeners' social judgments. Language and Communication, 3(3), 305-13.
Giles, H., Baker, S. and Fielding, G. (1975). Communication length as a behavioral index of accent prejudice. International Journal of the Sociology of Language, 40, 961-2.
Glascock, J., & Ruggiero, T. E. (2006). The relationship of ethnicity and sex to professor credibility at a culturally diverse university. Communication Education, 55, 197-207.
Goldhaber, D. D., & Brewer, D. J. (1998). When should we reward degrees for teachers? Phi Delta Kappan, 80(2), 134–138.
Goldhaber, D., & Brewer, D. (2000). Does teacher certification matter? High school certification status and student achievement. Educational Evaluation and Policy Analysis, 22, 129-145.
Hanzlikova, D., & Skarnitzl, R. (2017). Credibility of native and non-native speakers of English revisited: do non-native listeners feel the same? Research in Language, 15(3), 285298.
Hargett, J. (1999). Student perceptions of male and female instructor level of immediacy and teacher credibility. Women and Language, 22, 46.
Hendrix, K. G. (1997). Student perceptions of verbal and nonverbal communication cues to images of professor credibility. Howard Journal of Communication, 8, 251-274.
Jordan, F., McGreal, E., & Wheeless, V. (1990). Student perceptions of teacher sex-role orientation and use of power strategies and teacher sex as determinants of student attitudes toward learning. Communication Quarterly, 38, 43–53.
Kearney, P. (1994). Teacher credibility. In R. B. Rubin, P. Palmgreen, & H.E. Sypher (Eds.), Communication Research Measures (pp. 7-20). New York: Guilford Press.
Labov, W. (1972a). The reflection of social processes in linguistic structure, in Fishman, J.A. (Ed.), Readings in the Sociology of Language, Mouton, The Hague, pp. 240-51.
Labov, W. (1972b), Sociolinguistic Patterns, University of Pennsylvania Press, Philadelphia, PA.
Labov, W. (1973). The linguistic consequences of being a lame. Language in Society, 2, 81-115.
Laczko-Kerr. I., & Berliner, D.C. (2002, September 6). The effectiveness of “teach for America” and other under-certified teachers on student academic achievement: a case of harmful public policy. Education Policy Analysis Achieves, 10(37).
Lane, J. C. (1995). Ethics of business students: some marketing perspectives. Journal of Business Ethics, 14, 571-580.
LaTour, M.S., Henthome, T.L. and Williams, A.J. (1989). Initial impressions in the retail environment: a comparison of black and white perceptions. Psychology and Marketing, 6(4), 329-47.
Major, R., Fitzmaurice, S., Bunta, F., & Balasubramanian, C. (2002). The effects of nonnative accents on listening comprehension: implications for ESL assessment. TESOL Quarterly, 36(2), 173-190. Doi: 10.2307/3588329.
McCroskey, J. C. (1992). An introduction to communication in the classroom. Edina, MN: Burgess.
McCroskey, J. C. (1998). An introduction to communication in the classroom (2nd ed.). Action, MA: Tapestry Press.
McCroskey, J. C., & Teven, J. J. (1999). Goodwill: A reexamination of the construct and its measurement. Communications Monographs, 66(1), 90-103.
McCroskey, J. C., Holdridge, W., & Toomb, J. K. (1974). An instrument for measuring the source credibility of basic speech communication instructors. The Speech Teacher, 23, 26-33.
McGillis, Marissa C. (2017). Language attitudes and the learning environment: the effects of regional dialect on perceptions of teacher credibility. Honors Theses. 500. http://aquila.usm.edu/honors_theses/500.
Munro, M. J., Derwing, T. M., & Morton, S. (2006). The mutual intelligibility of L2 speech. Studies in Second Language Acquisition, 28, 111-131.
Myers, S. A., & Bryant, L. E. (2004). College students’ perceptions of how instructors convey credibility. Qualitative Research Reports in Communication, 5, 22-27.
Nadler, L., & Nadler, M. (1990). Perceptions of sex differences in classroom communication. Women’s Studies in Communication, 13, 46–65.
Nadler, M. K., & Nadler, L. B. (2001). The roles of sex, empathy, and credibility in out-of-class communication between faculty and students. Women’s Studies in Communication, 24, 239261.
Olaleye, FO. (2011). Teacher characteristics as predictor of academic performance of students in secondary schools in Osun State – Nigeria. European Journal of Educational Studies, 3(3), 505 -511.
Patton, T. O. (1999). Ethnicity and gender: an examination of its impact on instructor credibility in the university classroom. The Howard Journal of Communications, 10, 123-144.
Pishghadam, R., Seyednozadi. Z., Zabetipour, M. (2017). Examining teacher credibility and language achievement in light of emotionalization and life syllabus. International journal of Pedagogies and Learning, 12(2), 117-131.
Richards, J. C., & Schmidt, R. W. (2010). Dictionary of Language Teaching and Applied Linguistics (Fourth ed., p. 469). Pearson Education, Harlow: Longman.
Rubin, R. B. (1981). Ideal traits and terms of address for male and female college professors. Journal of Personality and Social Psychology, 41, 966–974.
Sanchez, C. A., and Khan, S. (2016). Instructor accents in online education and their effect on learning and attitudes. Journal of Computer Assisted Learning. 32(5), 494-502.
Santilli, V., Miller, A. N., & Katt, J. (2011, July- September). A comparison of the relationship between instructor nonverbal immediacy and teacher credibility in Brazilian and U.S. Calssrooms. Communication Research Reports, 28(3), 266-274.
Semlak, J. L., & Pearson, J. C. (2008). Through the years: an examination of instructor age and misbehavior on perceived teacher credibility. Communication Research Reports, 25, 76-85.
Stocker, L. (2016). The impact of foreign accent on credibility: an analysis of cognitive statement ratings in a Swiss context. Journal of Psycholinguistic Research, 46(3), 617-628.
Taqi, H. A., Al-Darwish, S. H., Akbar, R. S. and Al-Gharabali., N.A. (2015). Choosing an English teacher: the influence of gender on the students’ choice of language teachers. English Language Teaching. 18(12), 43-58.
Teven, J. J. and Herring, J. E. (2005). Teacher influence in the classroom: a preliminary investigation of perceived instructor power, credibility, and student satisfaction. Communication Research Reports, 22, 235-246.
Teven, J. J. and McCroskey, J. C. (1997). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education, 46, 1–9.
Thomas, C. E., Richmond, V. P., & McCroskey, J. C. (1994). The association between immediacy and socio‐communicative style. Communication Research Reports, 11(1), 107114.
Tsalikis,J., Ortiz‐Buonafina, M., LaTour, M. S., (1992) "The role of accent on the credibility and effectiveness of the international business person: the case of Guatemala", International Marketing Review, 9(4), 61-68.
Umeogu, B. (2012). Source Credibility: A Philosophical Analysis. Open Journal of Philosophy, 2(2), 112-115.
Unanma, A. O., Abugu, H. O., Dike, R. C., and Umeobika U. C. (2013). Relationship between teachers’ educational qualifications and student’s achievement in chemistry: a case study of Owerri West LGA. IOSR Journal of Research & Method in Education. 1(1), 05-10.
Wheeless, L. R. (1975). Relationship of four elements to immediate recall and student-teacher interaction. Western Speech Communication, 39, 131-140.
Wheeless, V., & Potorti, P. (1989). Student assessment of teacher masculinity and femininity: A test of the sex role congruency hypothesis on student attitudes toward learning. Journal of Educational Psychology, 81, 259–262.
Whipple, T. W., and Swords, D. F. (1992). Business ethics judgments: a crosscultural comparison. Journal of Business Ethics, 11, 671-678.
Wisse, J. (1989). Ethos and pathos from Aristotle to Cicero. Amsterdam: Adolf M. Hakkert.
Zuzovsky, R. (2008). Teachers' qualifications and their impact on student achievement findings from TIMSS-2003 data in Israel. Retrieved from: https://www.iea.nl/sites/default/files/irc//IRC2008_Zuzovsky2.pdf

XML
اصل مقاله 302.6 K
فایل‌های تکمیلی/اضافی
TENTH ARTICLE.docx

  • تاریخ دریافت 29 دی 1398
  • تاریخ بازنگری 20 اسفند 1398
  • تاریخ پذیرش 25 اسفند 1398