中介:欧盟语言政策背景下欧洲大学教师的态度和需求感知

Q3 Arts and Humanities Sustainable Multilingualism Pub Date : 2022-06-01 DOI:10.2478/sm-2022-0006
Sylwia Kossakowska-Pisarek, R. Siddall, Małgorzata Świerk
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引用次数: 0

摘要

摘要中介是语言教学中的一个新概念,语言教师对中介的需求和态度在很大程度上尚未得到探索。本文简要概述了欧洲语言政策,并讨论了在语言学习和教学范式转变的背景下,以行动为导向的方法。最后,提出了一项探索性研究,考察了四所欧洲大学的语言教师对调解的需求和态度,因为调解已在《欧洲共同参考框架》(CEFR)(欧洲委员会,2001年)中制定,并在《具有新描述符的CEFR配套卷》(欧洲委员会(2018年)中重新定义。参与的教师来自捷克共和国查尔斯大学、立陶宛维陶塔斯·马格努斯大学、芬兰赫尔辛基大学和波兰华沙大学的语言中心。研究调查测量了教师在教学实践中对调解各个方面的12项陈述的同意(不同意)强度。这些涉及到理解什么是调解及其重要性、调解文本、调解概念、调解沟通和调解策略。此外,还有两个悬而未决的问题涉及促进多语言和跨文化教育的做法以及教师在调解领域的需要。尽管79名参与教师中的绝大多数(91%)同意调解在语言学习和教学中至关重要,但只有三分之一的教师声称他们理解这一概念。此外,研究结果表明,调解的某些方面对教师来说比其他方面更具挑战性,调解的一些基本方面似乎并不是所有教师当前教学实践的一部分。总的来说,本研究证实了在高等教育水平的教学实践中实施CEFR的一些挑战。
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Mediation: Teachers’ Attitudes and Perceptions of Needs at European Universities in the Context of Eu Language Policy
Summary Mediation is a novel concept in language teaching and learning, and the needs and attitudes of language teachers towards it are largely unexplored. This article provides a brief overview of European language policy and discusses the action-oriented approach in the context of this paradigm shift in language learning and teaching. Finally, an exploratory study is presented that examined the needs and attitudes of language teachers from four European universities regarding mediation, as it has been formulated in the Common European Framework of Reference (CEFR) (Council of Europe, 2001) and redefined in the CEFR Companion Volume with New Descriptors (Council of Europe, 2018). The participating teachers were from the language centres of Charles University in the Czech Republic, Vytautas Magnus University in Lithuania, the University of Helsinki in Finland, and the University of Warsaw in Poland. The study survey measured the strength of (dis)agreement of the teachers with 12 statements concerning various aspects of mediation in the context of their teaching practice. These related to understanding what mediation is and its importance, mediating a text, mediating concepts, mediating communication, and mediation strategies. In addition, two open questions concerned the practice of promoting multilingual and intercultural education and the needs of teachers in the area of mediation. Although the vast majority of the 79 participating teachers (91%) agreed that mediation is vital in language learning and teaching, only a third of them claimed that they understood the concept. Furthermore, the findings indicate that some aspects of mediation are more challenging for the teachers to embrace than others and that some fundamental aspects of mediation do not seem to be part of the current teaching practice of all teachers. Overall, the present study confirmed some of the challenges with the implementation of the CEFR into teaching practice at the higher education level.
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来源期刊
Sustainable Multilingualism
Sustainable Multilingualism Social Sciences-Linguistics and Language
CiteScore
0.50
自引率
0.00%
发文量
10
审稿时长
39 weeks
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