ABSTRACT

Background: This study focused on undergraduate L2 students’ performance in written historical reasoning, particularly written historical contextualization, before and after participating in a historical reasoning course. The Content and Language Integrated Learning course was designed using a cognitive apprenticeship model and was based on principles likely to facilitate students’ written historical reasoning.

Methods: Conducted as a quasi-experimental study, students in an experimental condition received explicit instruction in historical contextualization and other features of historical reasoning, while those in the control group participated in a version of the course without a focus on historical contextualization. Students’ historical reasoning was measured based on their argumentative document-based writing.

Findings: Students’ in both the experimental and control groups significantly improved in all of the areas of historical reasoning that we measured. There was not a significant difference between the groups in the area of historical contextualization, but a further qualitative analysis demonstrated traces of the instructional approach in students’ writing. Unexpectedly, students in the experimental group were significantly better than the control group in terms of writing claims. Possible explanations for this finding are discussed.

Contributions: This study makes contributions in terms of operationalizing and measuring written historical contextualization, particularly among L2 undergraduate students.

摘要

背景：本研究的重点是本科二年级学生在参加历史推理课程之前和之后在书面历史推理方面的表现，特别是书面历史情境化。内容和语言综合学习课程是使用认知学徒模式设计的，并基于可能促进学生书面历史推理的原则。

方法：作为准实验研究进行，实验条件下的学生接受了历史情境化和历史推理的其他特征的明确指导，而对照组的学生参加了一个不关注历史情境化的课程版本。学生的历史推理是根据他们基于文档的议论文写作来衡量的。

结果：实验组和对照组的学生在我们测量的所有历史推理领域都有显着提高。在历史语境化方面，各组之间没有显着差异，但进一步的定性分析显示了学生写作中教学方法的痕迹。出乎意料的是，实验组的学生在写作声明方面明显优于对照组。讨论了这一发现的可能解释。

贡献：本研究在操作和衡量书面历史背景方面做出了贡献，尤其是在 L2 本科生中。