چکیده:
This study explored both teachers’ and learners’ perceptions of teachers’ pedagogic strategies which may engender willingness to communicate (WTC) in an English as a foreign language class and the difference between their perceptions to detect how convergent or possibly how divergent these are. The project used a convenience sample of 300 students taking an intermediate English course and their teachers (N=60) in several English Language Institutes in Tabriz, Iran. The instruments included a Likert scale questionnaire on teachers’ pedagogic strategies and learners’ WTC completed by both teachers and learners. Based on the data collected from the questionnaires, it was revealed that the teachers and learners agreed on the role of teachers’ wait time in learners’ WTC but not on the other strategies such as motivating strategies, error correction strategies, and teachers’ congruence. The findings of the study have important implications for teachers in terms of reconsidering their pedagogic strategies to play their facilitating roles in engendering students’ WTC in the class. The results also have the implications for EFL teacher education in the new era of communication.
خلاصه ماشینی:
3. 18 Abstract This study explored both teachers’ and learners’ perceptions of teachers’pedagogic strategies which may engender willingness to communicate (WTC) in an English as a foreign language class and the difference between their perceptions to detect how convergent or possibly how divergent these are.
Based on the data collected from the questionnaires, it was revealed that the teachers and learners agreed on the role of teachers’ wait time in learners’ WTC but not on the other strategies such as motivating strategies, error correction strategies, and teachers’ congruence.
Although some SLA theories (Krashen, 1982; 1985) maintained that corrective feedback (CF) does not facilitate L2 learning, others found it as a determinig factor in second language acquisition (Doughty & Varela, 1998; Ellis, 2010; Erlam, 2008; Lyster & Ranta, 1997).
Questionnaires As there were no questionnaires available addressing teachers’ pedagogic strategies, items from different previously made and validated questionnaires (Bernaus & Gardner, 2008; Saeidi & Jabbarpour, 2011) and previous studies (Korthagen, Attema-Noordewier, & Zwart, 2014; Meijer, Korthagen, & Vasalos, 2009; O’Connor, 2008; Rotgans & Schmidt, 2011; Schmidt & Moust, 1995; Zarrinabadi, 2014) were used.
Data Analysis In this study, an unpaired (independent) t-test was conducted to answer the research question which was addressing the difference between teachers’ and learners’ perception regarding teachers’ pedagogic strategies and students’ WTC.
These results, considering teachers’ beliefs, are in accord with previous studies that there is a relationship between teachers’ motivating strategies and learners’ WTC and second language acquisition (Bernaus & Gardner, 2008; Joe et al.