From general critical questions to scheme-relevant critical questions in the instruction on argument evaluation for EFL graduate students: A two-cycle action research

IF 3.1 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

Abstract

For graduate students to succeed, acquiring skill at evaluating arguments is crucial, but reaching mastery at argument evaluation necessitates perspicacity and a willingness to challenge recognized authorities, published articles, and heretofore accepted “truths.” Teaching university students to become more effective at critique, however, has seldom been the focus of academic study within the context of English as a foreign language (EFL). In this action research, a critical-question approach was employed in an English for Academic Purposes (EAP) class designed to instruct graduate-level science majors to critique popular science articles. Instructional focus shifted, as the action research progressed, from general critical questions to scheme-relevant critical questions drawing upon Walton's argumentation scheme theory. Students' skill development level was assessed through group oral critiques and individual critique essay writing. Subsequent discourse-based interviews with five students revealed nuances in skill development. Results indicated that students' oral critique skills improved over time, whereas substantial enhancements in the targeted goal of their critique essay writing did not materialize. This study showcases how EFL university students' exposure to societal, rhetorical and power dynamics within a specific sociocultural context can impact their performance in critiquing written English text.

英语语言学研究生论证评价教学中从一般批判性问题到与计划相关的批判性问题:两周期行动研究
研究生要想取得成功,掌握评估论点的技巧至关重要,但要达到精通评估论点的境界,就必须具有敏锐的洞察力,并愿意挑战公认的权威、已发表的文章以及迄今为止公认的 "真理"。然而,在英语作为外语(EFL)的背景下,教导大学生更有效地进行批判却很少成为学术研究的重点。在这项行动研究中,我们在学术英语(EAP)课程中采用了批判性提问的方法,旨在指导科学专业的研究生批判科普文章。随着行动研究的深入,教学重点从一般的批判性问题转向了与计划相关的批判性问题,并借鉴了沃尔顿的论证计划理论。通过小组口头评论和个人评论文章写作,对学生的技能发展水平进行了评估。随后对五名学生进行的基于话语的访谈揭示了技能发展的细微差别。结果表明,随着时间的推移,学生的口头批判能力有所提高,但批判性文章写作的目标并没有得到实质性的增强。本研究展示了在特定的社会文化背景下,EFL 大学生接触社会、修辞和权力动态会如何影响他们在批判书面英语文本时的表现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.60
自引率
13.30%
发文量
81
审稿时长
57 days
期刊介绍: The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.
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