آمار
| تعداد نشریات | 44 |
| تعداد شمارهها | 1,323 |
| تعداد مقالات | 16,270 |
| تعداد مشاهده مقاله | 52,954,048 |
| تعداد دریافت فایل اصل مقاله | 15,624,715 |
The Effect of Dogme Language Teaching (Dogme ELT) on L2 Speaking and Willingness to Communicate (WTC) | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 11، دوره 11، شماره 24، اسفند 2019، صفحه 261-288 اصل مقاله (590.54 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Abdullah sarani* 1؛ Ali Malmir2 | ||
| 1Associate professor, University of Sistan and Baluchestan | ||
| 2English Language Department, Faculty of Humanities, Imam Khomeini International University (IKIU), Qazvin, Iran | ||
| چکیده | ||
| Dogme Language Teaching (Dogme ELT) is an innovative learner-centered methodology and a movement for teaching English (or any other L2) that primarily focuses on face-to-face interaction between teacher and learners and among the learners themselves (Thornbury, 2009) without using any preplanned and established instructional materials, syllabuses, or preset activities. Despite many claims by the proponents, research evidence for Dogme ELT is very limited; accordingly, this sequential explanatory mixed-method study sought to examine the effect of Dogme ELT on L2 speaking andwillingness to communicate (WTC)across different proficiency levels among Iranian EFL learners at a private language institute. Participants included 14 intermediate, 12 upper-intermediate, and 12 advanced level learners from both genders in three intact classes as the experimental groups. Three other intact classes comprising 13 intermediate, 13 upper-intermediate, and 11 advanced level learners, respectively were selected as control groups who received the mainstream communicative language teaching (CLT) for their L2 instruction. The treatments continued for two subsequent semesters including thirty 1.5-hour sessions. Quantitative data analysis using two-way ANCOVA revealed that Dogme ELT was more effective than CLT only for the advanced but not for the intermediate and upper-intermediate learners’ speaking and WTC. Qualitative data analysis revealed that most advanced and only some upper-intermediate learners had positive attitudes about Dogme ELT. The findings of the current investigation suggest that Dogme ELT should be used for advanced EFL levels and its application should be done with more caution. | ||
| کلیدواژهها | ||
| Dogme ELT؛ CLT؛ L2 speaking؛ language proficiency؛ willingness to communicate (WTC) | ||
| مراجع | ||
|
Andrew, P., & Jonathan, T. (2006). Focus group method and methodology: Current practice and recent debate. International Journal of Research & Method in Education, 29(1), 23–37.
Bell, J., & Gower, R. (2011). Writing course materials for the world: A great compromise. In B. Tomlinson (Ed.), Materials development in language teaching (2nded). (pp. 135–50). Cambridge: Cambridge University Press.
Christensen, T. (2005). Dogme in language teaching in Japan. The Language Teacher, 29(1), 15–18.
Creswell, J. (2014). Research design: Qualitative, quantities, and mixed methods approaches (4th ed.). Thousand Oaks, CA.: Sage.
Denzin, N. K., & Lincoln, Y. S. (2013). Strategies of qualitative inquiry (4th ed.). Los Angeles, CA: Sage.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.
Faraway, J. J. (2015). Linear models with R (2nd ed.). Boca Raton, FL: CRC Press.
Gill, S. (2000). Against dogma: A plea for moderation. IATEFL Issues, 154. Retrieved form http://www.thornburyscott.com/tu/gill.htm
Harwood, N. (2014). Content, consumption, and production: Three levels of textbook research. In N. Harwood (Ed.), English language teaching textbooks: Content, consumption, production. (pp. 1–41). Basingstoke: Palgrave Macmillan.
Harwood, N. (2016). What can we learn from mainstream education textbook research? RELC Journal, 48(2), 264-277.
Jaccard, J. (1998). Interaction effects in factorial analysis of variance. Thousand Oaks, CA: Sage Publications.
Keppel, G., & Wickens, T. D. (2004). Design and analysis: A researcher's handbook (4th ed.). Upper Saddle River, NJ: Prentice Hall.
Kinnear, P. R., & Gray, C. D. (2010). PASW 17 statistics made simple. New York, NY: Psychology Press.
Maxwell, S. E., & Delaney, H. D. (2004). Designing experiments and analyzing data: A model comparison perspective (2nd ed.). New York, NY: Psychology Press.
MacIntyre, P. D., Baker, S., Clément, R., & Conrad, S. (2001). Willingness to communicate, social support, and language learning orientations of immersion students. Studies in Second Language Acquisition, 28(2), 369-88.
McIver, N. (2009). Review of teaching unplugged: Dogme in English language teaching. ELT Journal, 63(4), 419–421.
Meddings, L. (2004). Throw away your textbooks. Retrieved from http://www.guardian.co.uk/ education/2004/mar/26/tefl.lukemeddings.
Nyumba, T. O., Wilson, K., Derrick, C., Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution 9(1), 20–32.
Meddings, L., & Thornbury, S. (2002). Dogme and the coursebook. Modern English Teacher, 11(1), 36-40.
Meddings, L., & Thornbury, S. (2003). What Dogme feels like. Humanising Language Teaching, 5(6),11-20. Retrieved from https://www.hltmag.co.uk/prev
Meddings, L., & Thornbury, S. (2009). Teaching unplugged: Dogme in English language teaching. Peaslake: Delta.
Mithchell, R., & Myles, F. (2004). Second language acquisition theories (2nd ed.). London: Hodder Arnold.
Online ELT Forum Report. (2005). Dogme. ELT Journal, 59(4), 333–335.
Richards, J. C. (2010). English language teaching materials: Theory and practice. Cambridge: Cambridge University Press.
Richards, J. C., & Rodgers, T. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge: Cambridge University Press.
Smith, M. (2004). An insight into Dogme. ETJ-Journal, 4(3), 1–5.
Thornbury, S. (2000). A Dogma for EFL. IATEFL Issues, 153(2), 59–67.
Thornbury, S. (2005). Dogme: Dancing in the dark? Folio, 9(2), 3–5.
Thornbury, Scott (2009). Dogme: Nothing if not critical. Retrived March 2019 from http://scott thornbury.wordpress.com
Thornbury, S. (2012). A is for approach: An A-Z of ELT. Oxford: Macmillan.
Thornbury, S. (2013). Dogme: Hype, evolution, or intelligent design? The Language Teacher, 37(4), 100–123.
Thornbury, S., & Meddings, L. (2001a). Coursebooks: The roaring in the chimney. Modern English Teacher, 10(3), 11−13.
Thornbury, S., & Meddings, L. (2001b). Using the raw materials: A “dogme” approach to teaching language. Modern English Teacher, 10(4), 40-43.
Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143–179. | ||
|
آمار تعداد مشاهده مقاله: 1,175 تعداد دریافت فایل اصل مقاله: 1,673 |
||