“你的意思与你所说的”——探索语言和文化在欧洲学生对反馈的解释中的作用

IF 4.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Assessment & Evaluation in Higher Education Pub Date : 2022-07-13 DOI:10.1080/02602938.2022.2097197
Monika Pazio Rossiter
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引用次数: 2

摘要

将反馈概念化为对话,对于成功地解释信息来说更加重要,因为这是导致反馈吸收的关键步骤。这种解释并不总是直截了当的,因为它是通过国际学生带来的文化和语言视角来反馈对话的。本研究探讨了社会文化能力在学生接受反馈中的作用,揭示了语言和文化在反馈中的更广泛作用。对13名欧洲科学、技术、工程和医学(STEM)学生的采访揭示了影响他们对反馈信息解释的各种经历和概念。在理论层面上,研究结果呼吁在反馈读写话语中更多地考虑文化维度;在实践层面上,他们呼吁更多地考虑培养学生向新文化环境过渡的社会文化能力。
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‘What you mean versus what you say’ – exploring the role of language and culture in European students’ interpretation of feedback
Abstract Conceptualising feedback as dialogue places even greater importance on successful interpretation of the message as a crucial step leading to the uptake of feedback. This interpretation is not always straightforward as it takes place through a cultural and linguistic lens that international students bring to feedback conversations. This research explored the role that sociocultural competence plays in students’ uptake of feedback, unpacking the broader role of language and culture in feedback. Interviews with 13 European science, technology, engineering and medicine (STEM) students uncover the variety of experiences and conceptualisations that influence their interpretation of feedback messages. At a theoretical level, the findings call for a greater consideration of the cultural dimension in feedback literacy discourse; at a practical level they call for a greater consideration for developing sociocultural competence for students transitioning to new cultural contexts.
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来源期刊
Assessment & Evaluation in Higher Education
Assessment & Evaluation in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
11.20
自引率
15.90%
发文量
70
期刊最新文献
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