{"title":"第二語言環境下朋輩輔導對英語寫作的影響:以香港為例","authors":"杜素琴 杜素琴, 姚瑤 姚瑤","doi":"10.53106/181147172022060027005","DOIUrl":null,"url":null,"abstract":"在香港高校的全英文教學環境下,學術英語技能對許多學生來說是一個挑戰。因此,學生對英語寫作指導的高需求使得朋輩輔導成為彌補教學資源不足的重要選擇。對朋輩輔導中輔導語言研究(同時使用第一語言L1和第二語言L2)的諸多成果已經為提高學生的英語寫作和溝通能力奠定了堅實的基礎,但用於檢驗朋輩輔導在全英文教學環境(即僅使用 L2)中的輔導效果的實證研究仍然有限。因此,本研究分析了朋輩輔導在一個(英語)寫作諮詢項目中的效果。在全英文教學的大學環境下,這個項目為現有的英語寫作輔導起到了彌補教學資源不足的作用。本研究採用了多重檢核的研究方法,建立了360度監控和評估機制。在項目的各個實施階段,監管其進度和有效性。研究結果表明,朋輩導師在學生和課程教師之間起著關鍵的仲介作用。這表明了該寫作諮詢項目不僅滿足了非英語母語學生對寫作指導的需求,而且促進了朋輩導師的個人整體成長,增強了他們對語言知識的有意義使用。\n Academic English skills have been challenging for many students in English-medium universities in Hong Kong. Thus, the high demand for writing assistance has made peer tutoring an essential alternative to make up for the inadequate teaching resources. Extensive research on the language use (using both first language L1 and second language L2) in peer tutoring has laid a solid foundation in improving English writing and communication skills, yet limited empirical studies are available to examine the effects of peer tutoring in an English-medium (L2 only) context. The present study analyzes the effects of a writing consultation project to complement the existing English writing support services offered on English-medium university campuses. The study employs a triangulated approach in which a 360-degree monitoring and evaluation mechanism was set up to regulate the progress and effectiveness of the project at different implementation stages. Findings demonstrate that peer tutors play a key intermediary role between tutees and course teachers, suggesting that the project not only met the writing needs of non-native English-speaking students, but also fostered tutors’ whole personal growth and enhanced the meaningful use of their linguistic knowledge.","PeriodicalId":377279,"journal":{"name":"語文與國際研究期刊","volume":"16 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"語文與國際研究期刊","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.53106/181147172022060027005","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
在香港高校的全英文教學環境下,學術英語技能對許多學生來說是一個挑戰。因此,學生對英語寫作指導的高需求使得朋輩輔導成為彌補教學資源不足的重要選擇。對朋輩輔導中輔導語言研究(同時使用第一語言L1和第二語言L2)的諸多成果已經為提高學生的英語寫作和溝通能力奠定了堅實的基礎,但用於檢驗朋輩輔導在全英文教學環境(即僅使用 L2)中的輔導效果的實證研究仍然有限。因此,本研究分析了朋輩輔導在一個(英語)寫作諮詢項目中的效果。在全英文教學的大學環境下,這個項目為現有的英語寫作輔導起到了彌補教學資源不足的作用。本研究採用了多重檢核的研究方法,建立了360度監控和評估機制。在項目的各個實施階段,監管其進度和有效性。研究結果表明,朋輩導師在學生和課程教師之間起著關鍵的仲介作用。這表明了該寫作諮詢項目不僅滿足了非英語母語學生對寫作指導的需求,而且促進了朋輩導師的個人整體成長,增強了他們對語言知識的有意義使用。
Academic English skills have been challenging for many students in English-medium universities in Hong Kong. Thus, the high demand for writing assistance has made peer tutoring an essential alternative to make up for the inadequate teaching resources. Extensive research on the language use (using both first language L1 and second language L2) in peer tutoring has laid a solid foundation in improving English writing and communication skills, yet limited empirical studies are available to examine the effects of peer tutoring in an English-medium (L2 only) context. The present study analyzes the effects of a writing consultation project to complement the existing English writing support services offered on English-medium university campuses. The study employs a triangulated approach in which a 360-degree monitoring and evaluation mechanism was set up to regulate the progress and effectiveness of the project at different implementation stages. Findings demonstrate that peer tutors play a key intermediary role between tutees and course teachers, suggesting that the project not only met the writing needs of non-native English-speaking students, but also fostered tutors’ whole personal growth and enhanced the meaningful use of their linguistic knowledge.
在香港高校的全英文教学环境下,学术英语技能对许多学生来说是一个挑战。因此,学生对英语写作指导的高需求使得朋辈辅导成为弥补教学资源不足的重要选择。对朋辈辅导中辅导语言研究(同时使用第一语言L1和第二语言L2)的诸多成果已经为提高学生的英语写作和沟通能力奠定了坚实的基础,但用于检验朋辈辅导在全英文教学环境(即仅使用 L2)中的辅导效果的实证研究仍然有限。因此,本研究分析了朋辈辅导在一个(英语)写作咨询项目中的效果。在全英文教学的大学环境下,这个项目为现有的英语写作辅导起到了弥补教学资源不足的作用。本研究采用了多重检核的研究方法,建立了360度监控和评估机制。在项目的各个实施阶段,监管其进度和有效性。研究结果表明,朋辈导师在学生和课程教师之间起著关键的仲介作用。这表明了该写作咨询项目不仅满足了非英语母语学生对写作指导的需求,而且促进了朋辈导师的个人整体成长,增强了他们对语言知识的有意义使用。 Academic English skills have been challenging for many students in English-medium universities in Hong Kong. Thus, the high demand for writing assistance has made peer tutoring an essential alternative to make up for the inadequate teaching resources. Extensive research on the language use (using both first language L1 and second language L2) in peer tutoring has laid a solid foundation in improving English writing and communication skills, yet limited empirical studies are available to examine the effects of peer tutoring in an English-medium (L2 only) context. The present study analyzes the effects of a writing consultation project to complement the existing English writing support services offered on English-medium university campuses. The study employs a triangulated approach in which a 360-degree monitoring and evaluation mechanism was set up to regulate the progress and effectiveness of the project at different implementation stages. Findings demonstrate that peer tutors play a key intermediary role between tutees and course teachers, suggesting that the project not only met the writing needs of non-native English-speaking students, but also fostered tutors’ whole personal growth and enhanced the meaningful use of their linguistic knowledge.