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Iranian Journal of Applied Linguistics، جلد ۲۲، شماره ۱، صفحات ۷۳-۱۱۵
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| عنوان فارسی |
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| چکیده فارسی مقاله |
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| کلیدواژه‌های فارسی مقاله |
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| عنوان انگلیسی |
Tracing an EFL Teacher and Learners’ Cognitive and Emotional Development Using Dialogic Mediation: A Sociocultural Perspective |
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| چکیده انگلیسی مقاله |
| The purpose of the study was to investigate the effect of mediation on the development of a novice teacher and in turn the effect of transformation of the teacher on the behaviors and emotions of the learners using Vygotskian sociocultural view of learning. For this purpose, a novice teacher teaching the general English course at an Iranian university was selected. To develop an understanding of the instructional setting and to diagnose her weaknesses and strengths, she was observed by a teacher educator during the first five sessions. Different instruments and tools like the teacher and students’ narratives, stimulated recall of voice-recorded actual teaching, and observation were also used during the study to trace the teacher’s cognitive and emotional development. As most of her practices displayed over-reliance on translation and deductive teaching of grammar, and her oral narration showed instances of cognitive/emotional dissonance, strategic mediations, both implicit and explicit, based on her needs were offered after the fifth session in a face-to-face interaction to help her develop gradually. Analysis of the results showed the gradual development of her and the positive attitudes and active engagement of the learners during she was being mediated. Implications of the findings are presented and discussed. | |
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| کلیدواژه‌های انگلیسی مقاله |
Sociocultural theory, teacher education, mediation, novice teacher learning, teacher emotion |
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| نویسندگان مقاله |
| Mehran Mohammadi Moghadam
| Alireza Ahmadi
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| نشانی اینترنتی |
http://ijal.khu.ac.ir/browse.php?a_code=A-10-68-2&slc_lang=en&sid=1 |
| فایل مقاله |
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| کد مقاله (doi) |
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| زبان مقاله منتشر شده |
en |
| موضوعات مقاله منتشر شده |
تخصصی |
| نوع مقاله منتشر شده |
پژوهشی |
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