学生的分析性阅读——英语课堂上的语言学家

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Olga Verhovtsova, O. Ishchenko, Dilşah Kalay, Y. Tikan
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引用次数: 2

摘要

本研究旨在探讨高等教育学生和教师在外语教学中对文学文本使用的认知;评价学习者在整个实验期间外语交际能力的进步情况;概述在英语课堂上使用分析性阅读的政策和策略,从而提高以文学为重点的外语学习动机。该研究在2021/2022学年春季学期对来自基辅伊戈尔西科尔斯基理工学院、国家航空大学、塔哈亚·杜姆卢皮纳尔大学三所大学语言学和翻译系的85名本科学生和35名教师进行了调查。这些大学的学生在本学期的外语学习中运用了分析阅读。定量研究方法使我们能够评估学生在外语分析阅读技能发展方面的进展,包括对外语文化的理解、文学和美学技能、词汇和外语技能、批判性思维和解决问题的能力、推理和解释能力。采用定性研究方法对实验数据进行解释。本研究采用三份问卷来评估教师和学习者在外语教学中使用文学文本的认知;监督学生分析性阅读能力的发展。参与研究的学生-语言学家通过文学文本增加了他们学习英语作为外语的动机,并显示出分析阅读技能的发展进步高达16%。研究结果可以应用到外语教学实践中,因为文学文本丰富了课堂上的语言输入,促进了语言习得,而分析性阅读则让学生参与其中,从情感上挑战他们的想象力和创造力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ANALYTICAL READING FOR STUDENTS-PHILOLOGISTS IN THE ENGLISH CLASS
  The study aims to investigate the higher education students’ and teachers’ perception of using literary text in the foreign language course; to evaluate learners’ progress in the foreign language communicative competence throughout the experiment period; to outline the policies and strategies of using analytical reading in the English class, which lead to increasing motivation to learn foreign languages with a focus on literature. The study involves 85 Bachelor’s degree students and 35 teachers from linguistics and translation departments of three universities: Igor Sikorsky Kyiv Polytechnic Institute, National Aviation University, Kütahya Dumlupinar University during the spring term in the school year 2021/2022. The students from these universities were using analytical reading in foreign language learning during this term. The quantitative research method allowed us to assess the students’ progress in the development of their foreign language analytical reading skills, that included the understanding of the culture of foreign language, literary and aesthetic skills, vocabulary and foreign language skills, critical thinking and problem solving, inferential and interpretational skills. The qualitative research method was used to interpret the data of the experiment. Three questionnaires were employed as an instrument to assess teachers’ and learners’ perceptions of using literary texts in foreign language teaching/learning; to monitor the development of student’s skills in analytical reading. The students-philologists involved in the research increased their motivation to learn English as a foreign language through literary texts and showed progress in the development of analytical reading skills up to 16%. The results obtained can be implemented into the practice of foreign language teaching as literary texts enriched the language input in the classroom and stimulated language acquisition, and analytical reading involved students-philologists emotionally challenging their imagination and creativity.
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来源期刊
Advanced Education
Advanced Education EDUCATION & EDUCATIONAL RESEARCH-
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