Content lecturer and quality interaction in EMI university classrooms: a longitudinal case study
Content lecturer and quality interaction in EMI university classrooms: a longitudinal case study
复制标题
EMI 大学课堂中的内容讲师和优质互动：纵向案例研究
DOI：
10.1080/01434632.2022.2092120
复制
发表时间：
2022
影响因子：
2.3
通讯作者：
Ismailov Murod
中科院分区：
文献类型：
--
作者：
Qu Ming;Laura Kudo;Eric Hagley;境一三;Ismailov Murod
虽然“互动”和“以学生为中心的教学”正在成为流行语时，促进国际英语中等教育（EMI）的高等教育课程在非英语国家，研究发现，更少的讲师拥有所需的能力，以互动方式教授内容的科目。本纵向个案研究超越了内容讲师的语言能力，而是解决他们的互动能力的基础上的“质量互动教学”的框架。目的是（1）探讨互动相关的问题和行为触发所经历的未经培训的政治学的EMI讲师，和（2）经验评估的框架，通过观察课堂互动之前和之后的教师培训。主要参与者是一个非英语母语的讲师（n= 1）教学本科生（n= 62）就读于三个独立的课程，在日本大学。研究发现，该框架是有用的测量教师培训后的课堂互动的有效性。研究结果还表明，通过扩展启动-回应-反馈序列或拓宽教师语言功能，系统地应用该策略可以提高高校师生互动的质量。这些措施使一个概念上强大的框架，以帮助桥梁应用语言学家和内容专家在EMI的互动性问题。
While ‘interactive’ and ‘student-centered teaching’ are becoming buzzwords when promoting international English Medium Instruction (EMI) tertiary programmes in non-Anglophone countries, studies found that fewer lecturers possessed the competencies needed to teach content subjects interactively. This longitudinal case study looked beyond content lecturers’ language proficiency, instead, addressing their interactional competencies based on the framework of ‘Quality Interaction in Pedagogy’. The objectives were (1) to explore the interaction-related problems and behavioural triggers experienced by an untrained EMI lecturer of political science, and (2) to empirically assess the framework by observing classroom interactions before and after teacher training. The main participant was a non-native English-speaking lecturer (n= 1) teaching undergraduate students (n= 62) enrolled in three separate courses at Japanese universities. The study found that the framework was useful for measuring the effectiveness of classroom interactions after teacher training. The results also suggested that its systematic application done by extending Initiation-Response-Feedback sequences or broadening teacher language functions could enhance the quality of teacher-student interactions in tertiary contexts. These measures make a conceptually robust framework to help bridge applied linguists and content specialists on the issue of interactivity in EMI.
登录
查看更多内容
以学生为中心的学习的简单而强大的策略
影响因子：
11.2
作者：
G. Jacobs;W. Renandya;Michael Power
通讯作者：
Michael Power
DOI：
--
发表时间：
2006
期刊：
Journal of the Japan Society of Mechanical Engineers Vol.109, No.1048
影响因子：
--
作者：
Matsumura;H.;平田 圭二;Norifumi SAITO
通讯作者：
Norifumi SAITO
影响因子：
5.4
作者：
O'Connor, Cliodhna;Joffe, Helene
通讯作者：
Joffe, Helene
通过远程协作交流概念化基于探究的语言文化学习。
影响因子：
--
作者：
Murod Ismailov
通讯作者：
Murod Ismailov
影响因子：
3
作者：
L. Wee
通讯作者：
L. Wee