“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
{"title":"“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","authors":"Monika Pazio Rossiter","doi":"10.1080/02602938.2022.2097197","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":null,"pages":null},"PeriodicalIF":4.1000,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"‘What you mean versus what you say’ – exploring the role of language and culture in European students’ interpretation of feedback\",\"authors\":\"Monika Pazio Rossiter\",\"doi\":\"10.1080/02602938.2022.2097197\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":48267,\"journal\":{\"name\":\"Assessment & Evaluation in Higher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.1000,\"publicationDate\":\"2022-07-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Assessment & Evaluation in Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/02602938.2022.2097197\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessment & Evaluation in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/02602938.2022.2097197","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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。
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
‘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.
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
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
‘There was very little room for me to be me’: the lived tensions between assessment standardisation and student diversity Perceptions of feedback and engagement with feedback among undergraduates: an educational identities approach Feedback engagement as a multidimensional construct: a validation study Interacting with ChatGPT for internal feedback and factors affecting feedback quality Diversity of pedagogical feedback designs: results from a scoping review of feedback research in higher education
×
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