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1.
Jae-Eun Jon 《Higher Education》2012,64(4):441-454
This paper explored the power dynamics between domestic and international students in the context of higher education in an Asian non-English speaking country, Korea. Despite increased international student mobility in recent years, little is known about the relationship dynamics among students from different countries, especially related to power issues. The findings in this study suggested that international students’ countries of origin and language of communication created different power statuses compared to Korean students by their empowerment and discrimination. Power differentials also existed among Korean students due to variations in their English ability to interact with international students. Conversely, international students’ attitudes and acceptance influenced Korean students’ attitudes toward them, irrespective of power differentials created by countries and language, as perceived by Korean students. The implications related to the recent trend of international student mobility are discussed. 相似文献
2.
Romaizah Salleh Grady J. Venville David F. Treagust 《Research in Science Education》2007,37(3):291-312
With increasing numbers of students learning science through a second language in many school contexts, there is a need for
research to focus on the impact language has on students’ understanding of science concepts. Like other countries, Brunei
has adopted a bilingual system of education that incorporates two languages in imparting its curriculum. For the first three
years of school, Brunei children are taught in Malay and then for the remainder of their education, instruction is in English.
This research is concerned with the influence that this bilingual education system has on children’s learning of science.
The purpose was to document the patterns of Brunei students’ developing understandings of the concepts of living and non-living
things and examine the impact in the change in language as the medium of instruction. A cross-sectional case study design
was used in one primary school. Data collection included an interview (n = 75), which consisted of forced-response and semi-structured interview questions, a categorisation task and classroom observation.
Data were analysed quantitatively and qualitatively. The results indicate that the transition from Malay to English as the
language of instruction from Primary 4 onwards restricted the students’ ability to express their understandings about living
things, to discuss related scientific concepts and to interpret and analyse scientific questions. From a social constructivist
perspective these language factors will potentially impact on the students’ cognitive development by limiting the expected
growth of the students’ understandings of the concepts of living and non-living things.
A paper accepted by Research in Science Education, August, 2006. 相似文献
3.
Zeynep Mine Derince 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,29(1):377-395
After passing their university entry exam, students who wish to study a subject at one of the Turkish universities offering
English-medium courses attend a one-year preparatory class. At the end of this, they need to pass an English language proficiency
exam in order to be admitted to their chosen course of study. The existing curriculum for such preparatory classes is designed
to be taught in English only and very much oriented towards passing the concluding standardised language proficiency exam
at the end. This approach does not teach the students any of the skills they will need for their further study, such as how
to think critically or to question their own conditioning and political attitudes. Using a different methodology, the author
of this paper conducted an in-class project with students learning English in a Turkish state university’s preparatory class.
The project was carried out within a framework of critical pedagogy and used both Turkish and English during the phases of
research and discussion. Evaluating the students’ own reflections on the experience as well as their final presentations which
were prepared in English, the author suggests that the critical pedagogy approach in combination with a maximum use of students’
means of expression and language resources led to a more meaningful learning experience – both for the students and for herself
– as well as a more efficient and lasting English language proficiency. 相似文献
4.
Korean elementary school students’ English learning demotivation: a comparative survey study 总被引:1,自引:0,他引:1
Tae-Young Kim 《Asia Pacific Education Review》2011,12(1):1-11
This study explores Korean elementary school students’ decreased motivation for English learning by analyzing the questionnaire
data obtained from 6,301 students in a large city in South Korea. The students’ school grades and their prior experience in
private institutes were considered as the major factors behind the decrease in their motivation. There was a statistically
significant and consistent decrease in the students’ satisfaction with their English learning experience; expectation of ultimate
success in English; and intrinsic/extrinsic motivation and integrative/instrumental motivation. Prior experience in attending
private institutes had a substantial impact on the students’ motivation. Those who attended private institutes (hakwons) exhibited higher levels of instrumental and intrinsic motivation. However, in terms of other motivational constructs of
integrative and extrinsic (parental, academic) motivation, private instruction had a negligible or negative impact. By comparing
the results with those of Lamb (2007), the present study proposes that Korean students should be made to internalize the beneficial role played by English so
that their English learning motivation can be maintained. 相似文献
5.
The goal of this experimental intervention study was to determine if evidence-based instructional strategies for general vocabulary
words are effective with middle school English learner (EL) students and academic vocabulary words. Participants showed significantly
more growth in their knowledge of academic vocabulary during the treatment condition than during the control condition. A
secondary goal of this study was to examine the predictive utility of students’ English language proficiency, and students’
general vocabulary knowledge in English was a positive predictor for their academic vocabulary growth during the intervention.
However, participants’ growth during the control period had the greatest predictive utility for their growth during the intervention.
Furthermore, this relationship was negative, suggesting that the intervention had the greatest benefits for students who made
the least progress in English vocabulary in the absence of the intervention. Implications for instruction, policy, and future
research are presented. 相似文献
6.
Nicholas Emepue Kola Soyibo 《International Journal of Science and Mathematics Education》2009,7(2):339-361
This study was designed to assess whether the level of performance of selected Jamaican 11th-grade physics students on some
numerical problems on the energy concept was satisfactory and if there were significant differences in their performance linked
to their gender, socioeconomic background (SEB), school location, English language and mathematical abilities. The 331 sampled
students consisted of 213 boys and 118 girls; 197 students were from a high SEB and 134 students from a low SEB; 296 students
were from seven urban schools and 35 students from three rural schools; 112, 153 and 66 of the students had high, average
and low English language abilities, respectively, while 144, 81 and 106 of the students had high, average and low mathematical
abilities, respectively. An Energy Concept Test (ECT) consisting of six structured numerical questions was employed for data
collection. The results indicated that although the students’ level of performance was regarded as fairly satisfactory, there
was a lot of room for improvement. There were statistically significant differences in the students’ performance on the ECT
linked to SEB, and mathematical abilities in favour of students from a high SEB, and high mathematical abilities, respectively.
There was a positive, statistically significant but weak correlation between the students’ (a) mathematical abilities, and
(b) English language abilities and their performance on the ECT, while there were no correlations among their gender, school
location, and SEB and their performance on the ECT. 相似文献
7.
Sri Rahayu Masakazu Kita 《International Journal of Science and Mathematics Education》2010,8(4):667-688
This study investigated Indonesian and Japanese students’ understandings of macroscopic and submicroscopic levels of representing
matter and its changes and the difficulties they have with these concepts. A multiple-choice questionnaire was constructed
and delivered to 447 Indonesian and 446 Japanese public senior high school students. The data were analyzed using quantitative
and qualitative methods. The findings of the study show students’ understandings of macro- and submicroscopic levels are stronger
for higher-grade levels, except that the Indonesian students’ pattern is slightly different. The average percentage of students
responding correctly on the macroscopic level ranges between 62% and 69% (Indonesia) and between 58% and 73% (Japanese), whereas
on the submicroscopic level ranges between 56% and 62% (Indonesian) and 44% and 66% (Japanese). Their understandings of the
macroscopic level, however, are higher than for the submicroscopic level. The soundness of students’ understandings of the
concepts increases with grade level, except for Indonesian pattern slightly different. The average percentage of students
responding correctly ranges between 37% and 48% (Indonesian) and between 28% and 52% (Japanese). Furthermore, students’ level
of sound understandings of the concepts is lower than their understandings on either the macroscopic level or the submicroscopic
level. It is found that students have great difficulties with and hold some alternative conceptions of the concepts of homogeneous
mixtures, phase changes from solid to liquid, and phase changes from solid to gas. The study has implications, for example,
the use of several routes to meaningful learning and the careful use of technical words. 相似文献
8.
Kiyong Byun Huijung Chu Minjung Kim Innwoo Park Suhong Kim Juyoung Jung 《Higher Education》2011,62(4):431-449
This study critically examined the effectiveness of English medium instruction (EMI) policy within the context of Korean higher
education, putting a special focus on its implementation strategy. The data for this study were mainly drawn from student
opinion surveys and focus group interviews conducted by the CTL (Center for Teaching and Learning) at KU. The research teams
also carried out supplementary interviews with both professors and students. The results indicate that, although the EMI policy
seems to have produced, in general, positive outcomes (i.e., with the overall satisfaction level with EMI or its overall effectiveness
in improving students’ English proficiency), the compulsory enforcement of EMI without regard to students’/instructors’ language
proficiency, the lack of a much-needed support system and appropriate instructors to conduct EMI classes, and the unilateral
implementation of EMI across academic disciplines have brought about a number of side effects. Based on these findings, the
study recommends for future EMI policy implementation (1) a more flexible approach, considering students’ language proficiency
and career plans and the characteristics of various academic disciplines and (2) more thorough preparation to implement the
EMI policy (i.e., examination of the human and financial resources available for the institution concerned). 相似文献
9.
Yoko Kobayashi 《Higher Education》2013,66(3):269-281
The era of Asia has been felt in foreign language education in Japan, with more and more youth reportedly opting to study Chinese and Korean as the second foreign language. The shift in popularity, from European to Asian languages, not only reflects the societal demand for the institutional rearrangement of academic staff but also stirs teachers of European languages to appeal for the continued study of their language. The present discussion paper, drawing from secondary statistics and scholarly knowledge, first reviews a series of Japan’s foreign language education policies from the 1990s to 2012 that have been affecting the organizational structure of foreign language education in Japanese higher education. The study then addresses an array of issues that emerge with the changing needs of the times: the waning popularity of European languages, the Japanese government’s policy shift to English and Chinese, English language professionals’ detached attitudes toward other language education, and the dominance of university language teachers with little to no language teaching training. By addressing these pending yet gravely overlooked issues that merit due attention from language teaching professionals beyond Japan, the present study hopes to provide insight into the traditionally one-sided, English-centric discussion on foreign language education in Japanese higher education in a matter that is informative for international scholarship. 相似文献
10.
Vera Sheridan 《Higher Education》2011,62(2):129-140
This qualitative study examines the interplay between academic staff and international students with regard to developing
academic literacies at university. Higher education has traditionally responded to increasing student diversity with the expectation
that students will conform to institutional norms or habitus. In this context international students arrive with cultural
capital which may not fit such norms, and would benefit from developing their academic literacy, as indeed would home students
given an increasingly diverse student body in Irish higher education. Findings reveal a gap between academics expectations
and international students’ capabilities. Academic staff remained within the remit of the research in contrast to the 22 international
students who were interviewed. They did not separate the totality of their campus experience from academic literacy practices.
These ranged from uncertainty around writing in another language to a mismatch between diversity management in class and students’
own expectations. International students found difficulty to making friends on campus which could benefit their integration
into the academic literacy practices of their respective disciplines. Findings point towards a whole institution response
to student diversity which transcends traditional disciplinary boundaries. 相似文献
11.
Byungmin Lee 《Asia Pacific Education Review》2010,11(1):69-82
This study examines university students’ pre-university exposure to extra-curricular English instruction in tutorial or other
private supplementary institutions in Korea and abroad. A questionnaire and an in-depth interview were administered to forty-three
freshman students enrolled in a foreign language program at a comprehensive university in Korea. This study reports on the
key findings in the questionnaire and on the personal language-learning experiences of seven interviewees chosen from the
larger sample. The findings reveal that these students had undertaken widely different language instruction outside of school.
Some had access to supplemental programs, while others relied completely on language training available in primary and secondary
schools in Korea. Those with opportunities for study in venues outside the standard language sequence in Korean schools had
significantly higher English proficiency and may affect their performance in their subsequent university-level English program.
The paper concludes with the proposals for addressing discrepant English-learning backgrounds in order to remediate the significant
differences in English language proficiency that characterize post-secondary programs at Korean universities. 相似文献
12.
?se Hansson 《Educational Studies in Mathematics》2012,81(1):103-125
In the multilingual mathematics classroom, the assignment for teachers to scaffold students by means of instruction and guidance in order to facilitate language progress and learning for all is often emphasized. In Sweden, where mathematics education is characterized by a low level of teacher responsibility for students’ performance, this responsibility is in part passed on to students. However, research investigating the complexity of relations between mathematics teaching and learning in multilingual classrooms, as well as effect studies of mathematics teaching, often take the existence of teachers’ responsibility for offering specific content activities for granted. This study investigates the relations between different aspects of responsibility in mathematics teaching and students’ performance in the multilingual mathematics classroom. The relationship between different group compositions and how the responsibility is expressed is also investigated. Multilevel structural equation models using TIMSS 2003 data identified a substantial positive influence on mathematics achievement of teachers taking responsibility for students’ learning processes by organizing and offering a learning environment where the teacher actively and openly supports the students in their mathematics learning, and where the students also are active and learn mathematics themselves. A correlation was also revealed between group composition, in terms of students’ social and linguistic background, and how mathematics teaching was performed. This relationship indicates pedagogical segregation in Swedish mathematics education by teachers taking less responsibility for students’ learning processes in classes with a high proportion of students born abroad or a high proportion of students with low socio-economic status. 相似文献
13.
Using a two-tier test in examining Taiwan graduate students’ perspectives on paraphrasing strategies
Yu-Chih Sun 《Asia Pacific Education Review》2009,10(3):399-408
This study examines Taiwanese English as a foreign language (EFL) graduate students’ perspectives on paraphrasing strategies.
A two-layer scenario survey was developed to identify the reasoning behind students’ judgments that certain paraphrasing is
appropriate or inappropriate. The first-layer scenario survey is in a true–false format that consists of nine paraphrasing
scenarios and that served to elicit from students their declarative knowledge of appropriate paraphrasing strategies. The
second-layer scenario survey is in an open-ended question format that explores students’ explanatory knowledge underlying
their first-layer choices. In addition, an attitude survey and a demographic survey were designed and implemented to explore
learner variables in relation to the learners’ perspectives on paraphrasing strategies. A total of 141 EFL graduate students
participated in the study. The results shed considerable light on students’ diverse perceptions and reasoning regarding paraphrasing
strategies. More than half of the students considered surface-level paraphrasing (patchwriting) to be acceptable strategy
use. Significant correlation was found between students’ responses to the acceptability of paraphrasing strategies and the
following factors: (1) perceived difficulty in paraphrasing, (2) perceived value of appropriate source use, (3) perceived
competence in overcoming the temptation to plagiarize, (4) perceived disadvantage as a foreign-language learner with paraphrasing,
(5) gender, and (6) paraphrasing-related training. Pedagogical implications of the results are discussed. 相似文献
14.
We examined the relationship between English as a Foreign Language (EFL) teachers’ interpersonal behaviour and students’ fluency
in English in secondary education in China. A total of 160 students from four classes in the southwest part of China were
asked to assess their teachers’ interpersonal behaviour using the Questionnaire on Teacher Interaction (QTI). This was the
first time that the QTI was successfully translated and used (in EFL classrooms) in China. Cronbach’s α reliability coefficients
for the scales were adequate, while confirmatory factor analyses provided support for the theoretical framework behind the
questionnaire. Results showed that teacher uncertainty was negatively correlated with student achievement. Furthermore, the
degree of teacher cooperation with students was the only significant predictor for student achievement, but its effect disappeared
when student background variables were taken into account. Results also indicated a discrepancy between students’ perceptions
of preferred and actual teacher interpersonal behaviour. The tolerant-authoritative profile was the most common interpersonal
style based on Chinese students’ perceptions. 相似文献
15.
Elisabetta Robotti 《Educational Studies in Mathematics》2012,80(3):433-450
In the field of human cognition, language plays a special role that is connected directly to thinking and mental development (e.g., Vygotsky, 1938). Thanks to “verbal thought”, language allows humans to go beyond the limits of immediately perceived information, to form concepts and solve complex problems (Luria, 1975). So, it appears language can be studied as a cognitive process (Chomsky, 1975). In this investigation, I study language as a means for making the cognitive process explicit. In particular, I analyze the role of the verbalization produced by pairs of students solving a plane geometry problem. The basic idea of my research is that, during the resolution process of a plane geometry problem, natural language can play roles beyond that of communication: Natural language can be seen as a tool for supporting students’ cognitive processes (Robotti, 2008), and, at the same time, it can also be seen as a researchers’ tool which allows us to shed light on the evolution of students’ cognitive processes. With regard to language as researchers’ tool, I show how natural language (in our case, students’ verbalization during resolution of a plane geometry problem) can be used by the researcher to make explicit, to study, and to describe the development of the students’ cognitive processes during the resolution process. To this end, I present a model I have developed that allows us to identify, in students’ verbalization, different phases of their cognitive processes. 相似文献
16.
The quality of teacher education, in general, is affected from a number of variables such as physical environment of the institutions,
instructor quality, the curriculum implemented, administrative support, and others. As the input of the system, the perspectives
of the students on those variables also influence the direction and the quality of the education taking place in the colleges
of education. Regarding this, the purpose of the present study is to identify and compare the perspectives of fourth-year
English Language Teaching students on the physical environment, human resources, and the program of three ELT departments
at three different state universities. As part of the survey research design, the questionnaire was administered to totally
278 prospective English Teachers from the ELT departments at state universities in Ankara. The results of the study, unlike
the past research on the issue, presented that the prospective English teachers had positive views on the instructors and
program generally; however, they stated problems on the physical environment of their departments. Moreover, there were significant
differences in students’ views on the physical environment, resources, and its sub-dimensions. The students from the institution,
which was renovated before the study, had more positive views on their department than the others. The results suggested it
might be useful to reevaluate and reconsider the current conditions of the English language teacher education in relation
to the departments’ human resources, program and especially the physical environment. 相似文献
17.
Rajabhat and traditional universities: institutional differences in Thai students’ perceptions of English 总被引:1,自引:0,他引:1
This research explores the perceptions students at three traditional university campuses and four Rajabhat university campuses
in Central-Western Thailand have of English. The students were surveyed on (1) their backgrounds, (2) their thoughts about
English in general, (3) their thoughts about their own ability in English, and (4) their thoughts about their current English
teachers. The researchers found that traditional university students had better backgrounds in English. Additionally, most
students at both types of institutions thought positively about English and their teachers, but didn’t think so positively
about their own English ability. However, the differences in students’ responses were small and therefore any implications
from the institutional differences in students’ perceptions are limited. 相似文献
18.
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning
(ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central
Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’
special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results
suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers
perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications
for science teacher preservice and inservice education in regard to working with language minority students.
相似文献
Jacqueline T. McDonnoughEmail: |
19.
It is widely recognized that metacognition is an important mediator for successful and high-level learning, especially in
higher education. Nevertheless, a majority of higher education students possess insufficient metacognitive knowledge and regulation
skills to self-regulate their learning adequately. This study explores the potential of reciprocal peer tutoring to promote
both university students’ metacognitive knowledge and their metacognitive regulation skills. The study was conducted in a
naturalistic higher education setting, involving 67 students tutoring each other during a complete semester. A multi-method
pretest–posttest design was used combining a self-report questionnaire, assessing students’ metacognitive knowledge and their
perceived metacognitive skilfulness, with the analysis of think-aloud protocols, revealing students’ actual use of metacognitive
strategies. Results indicate no significant pretest to posttest differences in students’ metacognitive knowledge, nor in their
perception of metacognitive skill use. In contrast, significant changes are observed in students’ actual metacognitive regulation.
At posttest, students demonstrate significantly more frequent and more varied use of metacognitive regulation, especially
during the orientation, monitoring, and evaluation phases. Furthermore, our findings point to an increase in more profound
and higher-quality strategy use at posttest. 相似文献
20.
This article examined the various ethnic identities of Cambodian students, a group often perceived by the larger society through
the lens of the model minority stereotype but often endure low expectations from teachers and counselors in their local high
schools. Our findings suggested that a Cambodian identity was often considered a stigmatized label and students identified
as Cambodian were essentialized into the discourse of urban low achieving and culturally deficient minority students. Cambodian
students’ identities in the less selective academic programs were often quite visible to teachers. This characterization was
often coupled with a panethnic representation of Asian American students in selective programs who were considered motivated
and supported by advantageous home and cultural values. In these contexts, teachers preferred to discuss Cambodian students
in panethnic terms, ignoring students’ ethnic backgrounds, described their Cambodian students as part of their “bright Asian
students” group. Overall, this study extends other works on Asian American ethnicity and panethnicity by focusing on the conflicting
identities that affect the schooling of Cambodian students. These analyses complicate further the static notion of Asian American
students as model minorities by emphasizing the fluid, problematic, and contextually-based nature of the construct. 相似文献