PE 21

كارشناسي ارشد

آموزش زبان انگليسي

92/04/24

فريدون منصوري

نيلوفر منصوري

system , Discourse , Integrative test , Discrete-point test

وحداني،فريدون , منصوري،نيلوفر

This study was inspired by the distinction of Kumaravadivelu (2006) between two language views: "language as system" vs. "language as discourse". In fact, the intention was to find out which linguistic approach is dominant in the teaching method, the test approach (discrete-point vs. communicative/integrative) as well as the textbook at grade (I) high school EFL classes. To investigate the dominant approach in the teaching method, 10 grade (I) high school classes from state schools in Rasht were surveyed from different high schools. Non-profit schools were excluded from the study. In addition, different sections of nine units of grade (I) EFL coursebook (like grammar, the types of exercises the book offers, etc) were selected and again checked for the items related to the different language views. Two checklists were developed the items of which represented the views of "language as system" and "language as discourse" to survey the views in the teachersʹ method of teaching and the coursebook. Also, 10 samples including five formative and five summative tests were selected and analyzed to determine the prevalent test approach in grade (I) high school. The results indicated that the difference was statistically significant in the teachersʹ way of teaching and their test system. This difference was significant in the coursebook as well. The prevalent view, both in the teachersʹ way of teaching and the view taken by coursebook was found to be "language as system". The prevalent test approach was the "discrete-point" type.

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