摘要
Past studies reveal the prevalence of anxiety,coupled with low motivation and disengagement among students in English-medium instruction(EMI)programs.Given the detrimental impact these negative emotions can have on learning outcomes,it is imperative that teachers establish positive emotional rapport with their students.This study explores how experienced and highly rated EMI lecturers at a Chinese university’s overseas campus use communication strategies to build rapport with their students during interactive academic activities.It identifies the strategies used by these lecturers and examines how the strategies facilitate the teaching-learning process.The data,consisting of 10 hours of tutorials and 10 hours of supervisor-student supervision meetings,is analyzed using an adapted Conversation Analysis(CA)approach.The analysis reveals three types of communication strategies(CSs)frequently used by lecturers:back-channeling,codeswitching,and co-creation of messages.By employing these strategies,the lecturers established a strong rapport with the students,which created an encouraging and supportive learning environment.Consequently,this positive atmosphere facilitated students’learning of content knowledge through English.The findings of this study have implications for the training of lecturers who encounter difficulties in establishing rapport with multilingual students in the EMI setting.
随着跨文化交流的需求,中国在海外办学方兴未艾。以往研究表明,在讲师用英语作为教学语言(EMI)教授专业课程时,由于讲师和学生的来源不同,英语并非大部分讲师和学生的第一语言,学生普遍感到焦虑,缺乏动力,与学习脱节。由于这些消极情绪会对学习成绩产生不利影响,EMI教师与学生间建立积极的情感关系至关重要。本研究探讨了在中国大学海外校园内,经验丰富且备受好评的讲师在互动型教学活动中如何运用沟通策略与学生建立融洽的师生关系。研究指出了这些讲师采用的策略,并分析了这些策略如何推动教学进程。研究数据包括10小时的辅导课和10小时的师生督导会议,采用了经过改进的对话分析(CA)方法进行分析。分析结果显示,讲师经常使用三种类型的沟通策略(CSs):反馈回应、语码切换和共创信息。通过采用这些策略,讲师们与学生建立了良好的关系,营造了一个鼓励和支持性的学习环境。这种积极的氛围也进一步促进了学生通过英语对专业知识的学习。本研究的发现对于那些在EMI环境下与多语种学生建立积极关系时遇到困难的讲师培训具有重要意义。
