1 Associate Professor, University of Shiraz

2 Lecturer, Alzahra Farhangian University of Zanjan


Testing has been so intrinsically bound to today’s modern life whose foregone consequences are often taken for granted and is accepted widely as unavoidable side effects or sometimes even desired effects of an inevitable social event. The aim of this study is to investigate the aspects of the impact of Iranian B.A. University Entrance Exam on the lifeworld of the students who are about to take it. To this end, the analysis was conducted using Habermas’s Social Theory. There were 349 fourth-grade students participating in the study from four different provinces including Zanjan, Alborz, Mazandaran and Shiraz. The data was gathered using a researcher-made questionnaire and a semi-structured interview with 10 students as well as classroom observation in two subsequent years qualitative and quantitative analyses of data revealed that the exam is regarded as an inevitable social practice by the participants whose life world is exploited and manipulated by the exam as a part of the system. The pressure for result-based accountability placed upon the test takers, on the other hand, leads to creation of some specific norms, provides system control tools, enhances instrumental rationality and establishes the social order of its own. The implications for language testing and teaching are discussed.


Article Title [Persian]

جنبه های تاثیر تست های زبان انگلیسی بر زیست جهان دانش آموزان: تحلیل آزمون ورودی دانشگاهها( کنکور سراسری) بر مبنای تئوری اجتماعی هابرماس

Authors [Persian]

  • علی احمدی 1
  • سید عباس موسوی 2

Abstract [Persian]

آزمون امروزه به قدری با زندگی مدرن گره خورده که عواقب محتوم آن مسلم انگاشته شده و به صورت گسترده ای به مثابه ی عارضه ی اجتناب ناپذیریا بعضی وقتها حتی تاثیر مطلوب یک رویداد اجتماعی ناگزیر پذیرفته شده است. هدف این مطالعه بررسی جنبه های تاثیر آزمون ورودی دانشگاه سراسری ایران (کنکور سراسری) بر زیست جهان دانش آموزانی است که در آستانه این آزمون هستند. بدین منظور تجزیه تحلیل با استفاده از تئوری اجتماعی هابرماس انجام شد. 349 دانش آموز سال چهارم از چهار استان زنجان، البرز، مازندران و شیراز در این مطالعه شرکت کردند. داده ها بر اساس  پرسشنامه محقق ساخته و مصاحبه نیمه ساختاری و نیز مشاهده کلاسهای درس در دو سال متوالی گرد آوری شدند. تجزیه و تحلیل کمی و کیفی داده ها نشان داد که مشارکت کنندگان -که زیست جهان آنها توسط این آزمون به مثابه بخشی از سیستم، استثمار می شود- این آزمون را یک عمل اجتماعی ناگزیر می پندارند. از طرف دیگرفشار برای مسئولیت پذیری نتیجه محور که بر روی آزمون دهندگان وجود دارد منجر به ایجاد یک سری هنجارهای خاص می شود ابزارهای کنترلی سیستم را فراهم می کند، عقلانیت ابزاری را تقویت می کند و نظم اجتماعی مرتبط با خود را ایجاد می کند. کاربردهای این تحقیق برای آزمون سازی و آموزش زبان به بحث گذاشته شده است.

Keywords [Persian]

  • عواقب تست ها
  • زیست جهان
  • هابرماس
  • اعتبار

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