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首页> 外文期刊>Journal of applied measurement >Student Perceptions of Grammar Instruction in Iranian Secondary Education: Evaluation of an Instrument using Rasch Measurement Theory
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Student Perceptions of Grammar Instruction in Iranian Secondary Education: Evaluation of an Instrument using Rasch Measurement Theory

机译：学生对伊朗中等教育语法教学的看法：使用Rasch测量理论的仪器评估

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摘要

Isolated and integrated grammar instruction are two approaches to grammar teaching that can be implemented within a form-focused instruction (FFI) framework. In both approaches, instructors primarily concentrate on meaning, and the difference is in the timing of instruction on specific language forms. In previous studies, researchers have observed that the match between teachers' and learners' beliefs related to the effectiveness of instructional approaches is an important component in predicting the success of grammar instruction. In this study, we report on the psychometric properties of a questionnaire designed to measure students' perceptions of isolated and integrated FFI taking place in Iranian secondary schools. The Iranian context is interesting with regard to approaches to grammar instruction in light of recent policy reforms that emphasize isolated FFI. Using a combination of principal components analysis and Rasch measurement theory techniques, we observed that Iranian students distinguish among the two forms of grammar instruction. Looking within each approach, we observed significant differences among individual students as well as differences in the difficulty for students to endorse different instructional activities related to both isolated and integrated instruction. Together, our findings highlight the importance of examining students' beliefs about the effectiveness of approaches to grammar instruction within different instructional contexts. We discuss implications for research and practice.
机译：隔离和集成的语法指导是语法教学的两种方法，可以在以格式为中心的指导（FFI）框架内实现。在这两种方法中，教师主要集中在含义上，差异是关于特定语言形式的指令的时间。在以前的研究中，研究人员已经观察到教师和学习者与教学方法的有效性相关的匹配是预测语法教学成功的重要组成部分。在这项研究中，我们报告了调查问卷的心理学特性，旨在衡量学生对伊朗中学发生的孤立和综合FFI的看法。伊朗语境对语法教学的方法很有趣，鉴于近期强调孤立的FFI的政策改革。使用主成分分析和Rasch测量理论技术的组合，我们观察到伊朗学生区分了两种形式的语法教学。在每种方法中看，我们观察了个别学生之间的显着差异以及学生难以赞同与孤立和综合指令相关的不同教学活动的差异。我们的调查结果突出了在不同教学环境中审查学生对学生对语法指令方法的有效性的重要性。我们讨论对研究和实践的影响。

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