Challenges of Teaching English in Iran's Educational System: The Educational Managers' and English Teachers' Views

Document Type : Research Paper

Authors

• F Gholami
• M Arefi
• K Fathi Vajargah
• M Abolghasemi

PhD student martyr Beheshti Tehran

Abstract

The purpose of this study is to help improve the quality of English language teaching in Iran educational system of reviewed the most  important factors challenging the education system teaching English in Iran. For this purpose, a study was conducted qualitative content analysis approach.The samples were examined  School administrators and teachers in English public schools in Tehran that according to education officials, teacher, parents and student The most qualified people in their department and understanding of the challenges of teaching-learning process foreign language. In this paper, the realization of the objectives of teaching English in the education system in Iran was trying to use the viewpointsEnglish language teacher and educational management As professionals involved in education and the most important people involved in the success of teaching and learning English and also provided evidence and scientific research challenges in Iranian educational system in the area: Elements of the curriculum of teaching English in Iran Learning a foreign language involves modifying factors (barriers, benefits and facilitating factors), Consequences (positive and negative), the underlying characteristics (historical, cultural, social, economic, political, structural Curriculum). That should be taken into consideration in language teaching and the internal and external factors affecting the teaching and learning of English are Carefully examined and their conclusions. The sampl size in this study was 380 people. That in order to achieve deeper information, with 15 educational managers and 15 teachers teaching English in schools in Tehran were interviewed. Principals and teachers were selected by purposive sampling.Then to validate the data obtained from the interviews, a questionnaire developed by the researchers based on themes from the interviews were prepared and the 350 teachers, administrators and experts in linguistics, psychology and curriculum content was used to confirm or deny. Finally, the sample size in this study, 380 people. In the qualitative specialists, principals and teachers were selected by purposive sampling and in some of these individuals were randomly selected. The information collected through semi-structured interviews, and questionnaires were used. Content validity was enjoying the experts. Data from interviews with content analysis and categorization analysis of quantitative data was done in 2 stages (1) exploratory data analysis (2) correlation analysis of multivariate data is included confirmatory factor analysis.The results indicate that in Iranian educational system all factors in the areas of curriculum, modulators of learning a foreign language, consequences and characteristics of the underlying affecting the work of the teacher and student is challenged. And the role of these goals more than the average English language training. In case of neglect or failure to reform and update can be challenging factors important in order to achieve the goals of Iran's English language teaching in the educational system.

Keywords

• English Language
• second language
• challenging factors
• Iran's educational system
• curriculum

20.1001.1.20086369.1396.8.30.8.4

---

References

-                      Alavi Shooshtar, S. (2004). A multi- variety causal model of motivation in second/ foreign language learning.PhD thesis.Shiraz University, Iran, (In Persian).

-                      Birjandi, Nourozi, Mahmoodi, (2005). English book 2 and 3 Tehran. In Persian.

-                      Brown, H. D. (2007). Principles of language learning and teaching. (5^thed). White Plains, NY: Longman.

-                      Bruner,Jerome.(1996).The culture of Education. Harvard University Press.

-                      Chang,B.M.( 2003 ). English Textbook Analysis for Developing the 8th National Curriculum: Focused on Discourse study using Discourse Completion Tasks. Available at: www.Paaljapan.org/resources/proceedings/paal8/pdf/pdf004.pdf

-                      Cook (1996). Second language learning and teaching London Edward Arnold.

-                      Eisner,Elliot W.(1994). The Educational Imagination. Macmilan College publishing company , New York.

-                      Flattery,B.(2007). An overview of English in South korea: Language, culture, and Pedogogy. Available at: http:// homes. Chass.utoronto.ca/~cpercy/courses/eng6365-flattery.htm.

-                      Freeman,dian Larsen(2000). Technique and principle in language Teaching. Oxford University press.

-                      Hearaki, J. (2010). Planners look towards language learning authoring textbooks, English language teaching. Roshd Magazine, 32, 47 (In Persian).

-                      Hrgnhan,B.(2006),Introduction to the Theory of Learning.Translated by Ali Akbar Saif.Publish by Doran.

-                      Ilani, E. (2001). The effect of native language in learning the second language, English language learning.Roshd Magazine, 4(In Persian).

-                      Jamali, D. (2008). Students and their disability in speaking English, English language teaching Roshd Magazine, 60 (In Persian)

-                      Josef, Pamela Bolotin. Bravmann, Stephanie Lster. Windachitl, Mark Mahwah, N.J.: L. Erlbaum Joseph (et al). (1999). Cultures of Curriculum.Associates New Jersey Pumela Bolotin.

-                      kadivar,P.(2007), Learning Psychology. Pablication .Samt.

-                      Kaplan, Robert, B and Balduf, Richened B., Jr. (1997).Language planning from practice to theory. Cleve don: Mninlingual Marters.

-                      Kashihara,T.(2008). English Education and policy in Japan. 12th OECD Japan Seminar : Globalisation and linguistic competencies : Responding to diversity in Language Environnements. Available at : Oecd.org/data.

-                      Kooshesh, Z. (2006). Anxiety in English language classes, English language teaching Roshd Magazine, 19, 74 (In Persian).

-                      Krashen, S. (1985). The input hypothesis.London: Longman.

-                      Levykh,Michael G.(2008). The affective establishment and maintenance of Vygotsky’s zone of proximal development.Educational Theory,58,1.

-                      Martin, C &Lixian, J. (1996). Language teaching and learning in China, Language Teching, Volume 29, Issue 02, April 1996, pp61-80.

-                      Masgoret, A. & Garnder, R. (2003). Attitudes, motivation and second language learning: a Meta- analysis of studies conducted by Gardner and Associates. Language Learning.53(1), 123- 164.

-                      Mehrmohammadi,M.(2007).Curriculum: Attitudes, approaches and perspectives.Publishers: Astan Quds Razavi

-                      Nunan, D. (1999). Second Language Teaching & Learning.ERIC Number: ED 441344.

-                      Orafi,S. M. & Borg,S. (2009).Intentions and Realities in implementing communicative curriculum reform, System 37,243-253.

-                      Pan,L.& Block,D.(2011). “ English as a global language” in China: An investigation into learners’ and teachers’ language beliefs. System,xx. 1-12.

-                      Penner, J.(1995). Change and conflict : Introduction of the Communicative Approach in China. TESL Canada Journal/REVUE TESL Du,vol. 12, No. 2.

-                      Razmjoo,Seyyed Ayatollah & riazi,abdol-Mehdi(2006) .Do high schools Or private institutes practice communicative language teaching? A case study of Shiraz teachers in high schools and institutes” The reading matrix Vol.6.no3,december2006.

-                      Richards,Jack C. & Rodgers,Theodore s(2001). Approaches and Methods In language teaching.Cambridge language teaching library.

-                      Stewart,T.(2009). Will the new English curriculum for 2013 work? The language Teacher. 33,11, pp.9-13.

-                      Tang,E.(2009). A culture framework of “ Chinese learn English” : a critical review and reflections on research. English as International language Journal,Vol.4, pp.1-43.

-                      Yashima, T., Zenuk- Nishide, L. & Shimizu, K. (2004).The influence of attitudes and effect on willingness to communicate and second language communication.Language Learning.54(1), 119- 152.