Abstract To prepare learners for the arduous tasks of simultaneously listening to and taking notes during (English medium instruction) EMI lectures, instructors have implemented explicit notetaking instruction with some degree of success. However, many such studies focus on improvements within the instructed group and do not compare results with those from control groups, leading to questions of generalizability. Thus, questions remain as to whether explicit notetaking instruction generates better results than uninstructed notetaking practice (e.g., when the teacher says “take notes"). The present study involved control and intervention groups at the intermediate and advanced proficiency levels. The control groups received no explicit notetaking instruction, while the intervention groups received a 10-week period of scaffolded notetaking instructional cycle. Both groups completed lecture listening and notetaking activities prior to the explicit instruction. Student notes were collected and analyzed for “information units”, which are defined as the smallest item of information that on its own can be determined as true or false (Anderson, 2014). Statistical analysis of information unit scores show the notetaking instructional cycle had a significant impact on notetaking performance for the intervention groups. Pedagogic implications stemming from the findings are discussed, which have resonance for EMI and English for academic purposes (EAP) courses.

中文翻译：

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笔记教学对中高级二语英语学习者的影响：一项准实验研究

摘要 为了让学习者在（英语中等教学）EMI 讲座中同时进行听和记笔记的艰巨任务做好准备，教师实施了明确的记笔记教学并取得了一定程度的成功。然而，许多此类研究侧重于受指导组内的改进，并未将结果与对照组的结果进行比较，从而导致普遍性问题。因此，问题仍然是明确的笔记指导是否比无指导的笔记练习产生更好的结果（例如，当老师说“做笔记”时）。本研究涉及中级和高级水平的对照组和干预组。对照组接受了没有明确的笔记指导，而干预组则接受为期 10 周的支架式笔记教学周期。在明确的指导之前，两组都完成了听课和做笔记的活动。收集学生笔记并分析“信息单元”，其定义为可以自行确定为真或假的最小信息项（Anderson，2014 年）。信息单元分数的统计分析表明，记笔记教学周期对干预组的记笔记表现有显着影响。讨论了研究结果的教学意义，这对 EMI 和学术英语 (EAP) 课程产生了共鸣。收集学生笔记并分析“信息单元”，其定义为可以自行确定为真或假的最小信息项（Anderson，2014 年）。信息单元分数的统计分析表明，笔记教学周期对干预组的笔记表现有显着影响。讨论了研究结果的教学意义，这对 EMI 和学术英语 (EAP) 课程产生了共鸣。收集学生笔记并分析“信息单元”，其定义为可以自行确定为真或假的最小信息项（Anderson，2014 年）。信息单元分数的统计分析表明，笔记教学周期对干预组的笔记表现有显着影响。讨论了研究结果的教学意义，这对 EMI 和学术英语 (EAP) 课程产生了共鸣。