{"title":"为高危学生提供学术语言支持:进一步探索","authors":"Ann Dashwood, Jeong-Bae Son","doi":"10.4225/03/583B69CC3FD57","DOIUrl":null,"url":null,"abstract":"In the Australian higher education context, academic language competence is one of the keys to success for students in their degree programs. Students with underdeveloped communication skills in the relevant discourse community are at risk of not meeting minimum standards in their university courses. REACH (Retention – English for Academic Completion Help) is a set of aca-demic language modules embedding relevant language strategies into course content related to course assessment. It was developed at an Australian uni-versity for students at risk of not continuing their participation through failure in a first-year course. This article outlines the REACHing Further stage of the REACH project and presents data collected for part of the evaluation of the REACH approach while discussing the distinctive contextual academic lan-guage support in the academic disciplines. REACHing Further increased ac-cessibility to the REACH modules online and provided an online facilitator. This article reports that those students who were engaged with the REACH modules generally valued the support and expressed the view that they would recommend others to participate in future. Although the overall engagement by the identified target group was low compared with the mainstream students in the courses selected, examiners and tutors of the target courses indicated that the REACH modules were well linked to the course materials and suggested that students should use them more actively. It is recommended that a more interactive, systematic and personalised approach needs to be attractively presented to the target groups and individuals while also researching effective ways of offering academic language support.","PeriodicalId":43951,"journal":{"name":"Journal of Academic Language and Learning","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2017-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Academic language support for at-risk students: REACHing further\",\"authors\":\"Ann Dashwood, Jeong-Bae Son\",\"doi\":\"10.4225/03/583B69CC3FD57\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In the Australian higher education context, academic language competence is one of the keys to success for students in their degree programs. 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引用次数: 1
摘要
在澳大利亚高等教育背景下,学术语言能力是学生在学位课程中取得成功的关键之一。在相关话语社区中沟通技能不发达的学生有可能在大学课程中达不到最低标准。REACH(Retention–English for Academic Completion Help)是一组非语言模块,将相关的语言策略嵌入到与课程评估相关的课程内容中。它是在澳大利亚一所大学为那些因一年级课程失败而面临无法继续参与的风险的学生开发的。本文概述了REACH项目的REACH进一步阶段,并介绍了为REACH方法的部分评估所收集的数据,同时讨论了学术学科中独特的背景学术语言支持。REACHing进一步提高了REACH模块的在线访问能力,并提供了在线促进者。这篇文章报道说,那些参与REACH模块的学生普遍重视这种支持,并表示他们会建议其他人在未来参与。尽管与所选课程的主流学生相比,已确定的目标群体的总体参与度较低,但目标课程的考官和导师表示,REACH模块与课程材料联系良好,并建议学生更积极地使用这些模块。建议在研究提供学术语言支持的有效方法的同时,向目标群体和个人提供更具吸引力的互动、系统和个性化的方法。
Academic language support for at-risk students: REACHing further
In the Australian higher education context, academic language competence is one of the keys to success for students in their degree programs. Students with underdeveloped communication skills in the relevant discourse community are at risk of not meeting minimum standards in their university courses. REACH (Retention – English for Academic Completion Help) is a set of aca-demic language modules embedding relevant language strategies into course content related to course assessment. It was developed at an Australian uni-versity for students at risk of not continuing their participation through failure in a first-year course. This article outlines the REACHing Further stage of the REACH project and presents data collected for part of the evaluation of the REACH approach while discussing the distinctive contextual academic lan-guage support in the academic disciplines. REACHing Further increased ac-cessibility to the REACH modules online and provided an online facilitator. This article reports that those students who were engaged with the REACH modules generally valued the support and expressed the view that they would recommend others to participate in future. Although the overall engagement by the identified target group was low compared with the mainstream students in the courses selected, examiners and tutors of the target courses indicated that the REACH modules were well linked to the course materials and suggested that students should use them more actively. It is recommended that a more interactive, systematic and personalised approach needs to be attractively presented to the target groups and individuals while also researching effective ways of offering academic language support.