“我的抗拒消失了”:日本大学生对以学生为中心的英语讨论课的反馈

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Language Learning in Higher Education Pub Date : 2022-05-01 DOI:10.1515/cercles-2022-2042
Matthew Y. Schaefer, Samuel Reid, Anna Bordilovskaya
{"title":"“我的抗拒消失了”:日本大学生对以学生为中心的英语讨论课的反馈","authors":"Matthew Y. Schaefer, Samuel Reid, Anna Bordilovskaya","doi":"10.1515/cercles-2022-2042","DOIUrl":null,"url":null,"abstract":"Abstract Students leaving the Japanese secondary education system have typically spent hundreds of hours studying English grammatical structures and memorizing vocabulary lists but relatively little time putting that knowledge to communicative use. This lack of language practice can result in feelings of anxiety when faced with compulsory university courses that focus on speaking skills, such as participating in discussions and debates. This study examines first year Japanese student responses to an end-of-semester survey for a course employing a student-centered approach to developing academic Discussion Skills. The authors analyze students’ comments from an open-ended item on the questionnaire asking for feedback regarding any aspect of the course. The results show that many students reported a journey from initial resistance towards speaking English to feelings of confidence and enjoyment. The features of the course that students identified as lowering this resistance included: the enjoyment that came about through pair and group work with classmates; the cognitive discourse functions that provided scaffolding for taking part in discussion; and the consistent and coherent lesson structure that lowered the cognitive load to allow for more focus on communicating and co-constructing ideas. While this study focuses on the Japanese context, it contributes to knowledge across any language center seeking to help students transition to courses with a greater emphasis on spoken communication.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"19 7","pages":"87 - 104"},"PeriodicalIF":0.7000,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"“My resistance disappeared”: Japanese university learners’ feedback to a student-centered English discussion course\",\"authors\":\"Matthew Y. Schaefer, Samuel Reid, Anna Bordilovskaya\",\"doi\":\"10.1515/cercles-2022-2042\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Students leaving the Japanese secondary education system have typically spent hundreds of hours studying English grammatical structures and memorizing vocabulary lists but relatively little time putting that knowledge to communicative use. This lack of language practice can result in feelings of anxiety when faced with compulsory university courses that focus on speaking skills, such as participating in discussions and debates. This study examines first year Japanese student responses to an end-of-semester survey for a course employing a student-centered approach to developing academic Discussion Skills. The authors analyze students’ comments from an open-ended item on the questionnaire asking for feedback regarding any aspect of the course. The results show that many students reported a journey from initial resistance towards speaking English to feelings of confidence and enjoyment. The features of the course that students identified as lowering this resistance included: the enjoyment that came about through pair and group work with classmates; the cognitive discourse functions that provided scaffolding for taking part in discussion; and the consistent and coherent lesson structure that lowered the cognitive load to allow for more focus on communicating and co-constructing ideas. While this study focuses on the Japanese context, it contributes to knowledge across any language center seeking to help students transition to courses with a greater emphasis on spoken communication.\",\"PeriodicalId\":53966,\"journal\":{\"name\":\"Language Learning in Higher Education\",\"volume\":\"19 7\",\"pages\":\"87 - 104\"},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2022-05-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Learning in Higher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1515/cercles-2022-2042\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning in Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/cercles-2022-2042","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

离开日本中学教育体系的学生通常要花数百小时学习英语语法结构和记忆词汇表,但很少有时间把这些知识应用到交际中。缺乏语言练习会导致在面对注重口语技能的大学必修课程时感到焦虑,比如参加讨论和辩论。本研究考察了一年级日本学生对一门采用以学生为中心的方法培养学术讨论技能的课程的期末调查的反应。作者从问卷上的一个开放式项目中分析学生的评论,询问他们对课程的任何方面的反馈。结果显示,许多学生报告说,他们经历了从最初对说英语的抗拒到自信和享受的过程。学生们认为,这门课程的特点包括:通过与同学进行结对和小组合作所带来的乐趣;为参与讨论提供框架的认知话语功能;一致和连贯的课程结构降低了认知负荷,使学生能够更多地专注于交流和共同构建思想。虽然本研究侧重于日语语境,但它有助于跨越任何语言中心的知识,帮助学生过渡到更强调口语交流的课程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
“My resistance disappeared”: Japanese university learners’ feedback to a student-centered English discussion course
Abstract Students leaving the Japanese secondary education system have typically spent hundreds of hours studying English grammatical structures and memorizing vocabulary lists but relatively little time putting that knowledge to communicative use. This lack of language practice can result in feelings of anxiety when faced with compulsory university courses that focus on speaking skills, such as participating in discussions and debates. This study examines first year Japanese student responses to an end-of-semester survey for a course employing a student-centered approach to developing academic Discussion Skills. The authors analyze students’ comments from an open-ended item on the questionnaire asking for feedback regarding any aspect of the course. The results show that many students reported a journey from initial resistance towards speaking English to feelings of confidence and enjoyment. The features of the course that students identified as lowering this resistance included: the enjoyment that came about through pair and group work with classmates; the cognitive discourse functions that provided scaffolding for taking part in discussion; and the consistent and coherent lesson structure that lowered the cognitive load to allow for more focus on communicating and co-constructing ideas. While this study focuses on the Japanese context, it contributes to knowledge across any language center seeking to help students transition to courses with a greater emphasis on spoken communication.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Language Learning in Higher Education
Language Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.00
自引率
0.00%
发文量
18
期刊介绍: Language Learning in Higher Education deals with the most relevant aspects of language acquisition at university. The CercleS journal presents the outcomes of research on language teaching, blended learning and autonomous learning, language assessment as well as aspects of professional development, quality assurance and university language policy. Its aim is to increase the quality of language teaching and learning programmes offered by university language centers and other providers in higher education by presenting new models and by disseminating the best results of research activities carried out at language centers and in other higher education departments.
期刊最新文献
Japanese EFL undergraduate students’ use of the epistemic modal verbs may, might, and could in academic writing Exploring EFL instructors’ perceptions, conceptual awareness, and actual practices about gamification: an exploratory case study in a Turkish state university Training attitudes of primary school foreign language teachers An investigation into the relationship between attitudinal and non-attitudinal variables and the utilization of digital technology: the EFL Vietnamese context Teaching note-taking in EMI: an experimental study in Economics and Business Administration
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1