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 le...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.展开更多
Using a conversation analysis approach, the present study investigates the teacher-led question-answer sequences of one successful seminar course （Short Stories and Western Culture） within the curriculum reform for ...Using a conversation analysis approach, the present study investigates the teacher-led question-answer sequences of one successful seminar course （Short Stories and Western Culture） within the curriculum reform for English majors in Beijing Foreign Studies University, aiming at uncovering an effective way of integrating disciplinary learning with language skills development. The result of the analysis shows that the teacher of the course, who perceives student participation as an indispensable ingredient of his class, often uses more divergent, opinion-seeking questions to initiate discussion and uses four types of expansion question on his turns to promote student participation, namely, probing questions （PQ）, clue-giving questions （CQ）, elaboration requests （ER）, and agreement checks （AC）. The study also generates an I-R-（E）-F-FC [Initiation-Response-（Evaluation）-FoUow up-Further Contribution] model, in which the teacher attempts to promote student participation and guide the construction of students＇ understanding.展开更多
文摘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.
基金part of a curriculum reform project for English majorsBeijing Foreign Studies University and Beijing Municipal Educational Commission for their sponsorship(BFSU05012,BFSU0103B03,BMEC Higher Education[2006]27)
文摘Using a conversation analysis approach, the present study investigates the teacher-led question-answer sequences of one successful seminar course （Short Stories and Western Culture） within the curriculum reform for English majors in Beijing Foreign Studies University, aiming at uncovering an effective way of integrating disciplinary learning with language skills development. The result of the analysis shows that the teacher of the course, who perceives student participation as an indispensable ingredient of his class, often uses more divergent, opinion-seeking questions to initiate discussion and uses four types of expansion question on his turns to promote student participation, namely, probing questions （PQ）, clue-giving questions （CQ）, elaboration requests （ER）, and agreement checks （AC）. The study also generates an I-R-（E）-F-FC [Initiation-Response-（Evaluation）-FoUow up-Further Contribution] model, in which the teacher attempts to promote student participation and guide the construction of students＇ understanding.
