当前位置: X-MOL 学术Foreign Lang. Ann. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Staging transformative learning across collegiate language curricula: Student perceptions of structured reflection for language learning
Foreign Language Annals  ( IF 2.976 ) Pub Date : 2020-04-01 , DOI: 10.1111/flan.12437
Cori Crane 1 , Michael J. Sosulski 2
Affiliation  

Building on recent efforts to bridge transformative learning and world language education (Clifford & Reisinger, 2019; Johnson, 2015; Randolph & Johnson, 2017), this article explores how perspective‐shifting can be fostered among L2 learners through critical reflection tasks staged across collegiate language curricula. A range of reflection tasks designed to decenter the self from existing assumptions, beliefs, and values as learners try on and respond to cultural perspectives different from their own is presented, focusing on the developmental needs of learners at different instructional levels. The study investigates how beginning to advanced collegiate L2 learners perceive working with structured reflection (SR) tasks across two German programs in the United States (an R1 state university and a private liberal arts college). Analysis of student surveys (n = 237) shows that L2 learners largely valued doing reflective work and that some learners found SR helped them to think about and evaluate their learning and facilitate perspective‐shifting.

中文翻译:

跨大学语言课程进行变革性学习:学生对语言学习的结构化反思的看法

基于最近为连接变革性学习和世界语言教育所做的努力(Clifford & Reisinger,2019 年;Johnson,2015 年;Randolph & Johnson,2017 年),本文探讨了如何通过跨大学的批判性反思任务在 L2 学习者中培养视角转换语言课程。提出了一系列反思任务,旨在在学习者尝试和回应与自己不同的文化观点时,将自我从现有的假设、信念和价值观中转移出来,重点关注不同教学水平的学习者的发展需求。该研究调查了初级大学 L2 学习者如何看待美国两个德语项目(R1 州立大学和私立文理学院)的结构化反思 (SR) 任务。
更新日期:2020-04-01
down
wechat
bug