Метод «peer teaching» в изучении грамматики английского языка в высших учебных заведениях: проблемы индонезийских репетиторов и стратегии их решения
Аннотация
Грамматика как важнейший компонент языка играет решающую роль в общении. Однако, учитывая необходимость освоения различных форм иностранного языка в течение нескольких лет и отличия грамматической системы родного языка от английского, многие студенты высших учебных заведений, изучающие английский язык как иностранный, сталкиваются с трудностями при изучении грамматики. Эффективным способом решения этой проблемы может стать метод «peer teaching» (обучение друг друга студентами одного возраста и уровня образования). Несмотря на недостатки изолированного обучения грамматике, такой метод позволяет разъяснить сложные аспекты и прояснить все тонкости. Этот метод может помочь повысить грамматическую компетенцию учащихся в сочетании с другими методами, используемыми в рамках коммуникативного подхода к обучения языку. Поскольку репетиторы по грамматике играют решающую роль в оказании помощи преподавателям языка, в данном исследовании рассматриваются проблемы, с которыми они сталкиваются при репетиторстве студентов, и их стратегии преодоления этих проблем. В исследовании приняли участие десять репетиторов по грамматике английского языка. Данные собраны с помощью интервью. Результаты этого качественного исследования позволили выявить некоторые проблемы, с которыми сталкиваются репетиторы: мотивация студентов, подготовка материалов и разный уровень подготовки студентов. Авторы пришли к выводу, что метод «peer teaching» может привести к «когнитивной зависимости» у студентов более низкого уровня подготовки. Для решения проблем при преподавании репетиторы применяли практические стратегии, разработанные ими в основном на основе интуиции и опыта.
Скачивания
Литература
Adams, J. (2011). Investigating peer tutoring for academic writing support in a UK university. Journal of Academic Writing, 1(1), 110-119. DOI: https://doi.org/10.18552/joaw.v1i1.1
Asghar, A. (2010). Reciprocal peer coaching and its use as a formative assessment strategy for first-year students. Assessment & Evaluation in Higher Education, 35, 403-417. DOI: https://doi.org/10.1080/02602930902862834
Bell, D. C., & Elledge, S. R. (2008). Dominance and peer tutoring sessions with English language learners. Learning Assistance Review, 13(1), 17-30.
Berghmans, I., Michiels, L., Salmon, S., Dochy, F., & Struyven, K. (2014). Directive versus facilitative peer tutoring? A view on students' appraisal, reported learning gains and experiences within two differently-tutored learning environments. Learning Environ Res, 17, 437-45. DOI: https://doi.org/10.1007/s10984-014-9168-8
Bohórquez, L. I., Rodríguez, J. D., & González, J. J. (2019). Online peer-tutoring: A renewed impetus for autonomous English learning. HOW Journal, 26(2), 12-31. DOI: https://doi.org/10.19183/how.26.2.503
Bowman-Perrott, L., deMarín, S., Mahadevan, L., & Etchells, M. (2016). Assessing the academic, social, and language production outcomes of English language learners engaged in peer tutoring: A systematic review. Education and Treatment of Children, 39(3), 359-388. DOI: https://doi.org/10.1353/etc.2016.0016
Braun, V., & Clarke, V. (2006). Using a thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. DOI: https://doi.org/10.1191/1478088706qp063oa
Christiansen, B., Bjørk, I.T., Havnes, A., & Hessevaagbakke, E. (2011). Developing supervision skills through peer learning partnership. Nurse Education in Practice, 11(2), 104-108. DOI: https://doi.org/10.1016/j.nepr.2010.11.007
DeKeyser, R. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (Eds.), Focus on form in classroom language acquisition (pp. 42-63). Cambridge University Press.
DeKeyser, R.M. (2008). Introduction: Situating the concept of practice. In R.M. DeKeyser (Ed.), Practice in second language: Perspectives from Applied Linguistics and Cognitive Psychology (2nd ed., pp. 1-18). CUP.
DeKeyser, R.M. (2015). Skill Acquisition theory. In B. Van Patten & J. Williams (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 94-112). Routledge.
Ellis, R. (2015). The importance of focus on form in communicative language teaching. Eurasian Journal of Applied Linguistics, 1(2), 1-12. https:/. DOI: https://doi.org/10.32601/ejal.460611
Everaert, P., Opdecam, E., & Maussen, S. (2017). The relationship between motivation, learning approaches, academic performance and time spent. Accounting Education, 26(1), 78-107. https:/. DOI: https://doi.org/10.3200/PSFL.49.1.11-18
Gaies, J. S. (1985). Peer involvement in language learning. Prentice Hall, Inc.
Geertz, C. (1960). The religion of Java. Chicago: The University of Chicago Press.
Green, S. K., Alderman, G., & Liechty, A. (2004). Peer tutoring, individualized intervention, and progress monitoring with at-risk second-grade readers. Preventing School Failure: Alternative Education for Children and Youth, 49(1), 11-17,. DOI: https://doi.org/10.3200/PSFL.49.1.11-18
Hidayah, N. (2014). The effectiveness of peer tutoring to students' understanding in using Simple Past Tense [Unpublished thesis]. Universitas Islam Negeri Syarif Hidayatullah. http://repository.uinjkt.ac.id/dspace/handle/123456789/1897.
Irawanto, D. W., Ramsey, P.L., & Ryan, J.C. (2011). Challenge of leading in Javanese culture. Asian Ethnicity, 12(2), 125-139. DOI: https://doi.org/10.1080/14631369.2011.571829
Irvine, S., Williams, B., & McKenna, L. (2018). Near-peer teaching in undergraduate nurse education: An integrative review. Nurse Education Today, 70, 60-68. DOI: https://doi.org/10.1016/j.nedt.2018.08.009
Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775. DOI: https://doi.org/10.1126/science.1199327
Kim, J. (2018). Could you check my grammar? The forbidden request in the university writing center. International Journal of Research Studies in Language Learning, 7(4), 21-37. DOI: https://doi.org/10.5861/ijrsll.2017.2000
LaClare, E., & Franz, T. (2013). Writing centers: Who are they for? What are they for? Studies in Self-Access Learning Journal, 4(1), 5-16.
Larsen-Freeman, D. (2015). Research into practice: Grammar learning and teaching. Language Teaching, 48(2), 263-280. DOI: https://doi.org/10.1017/S0261444814000408
Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313-327. DOI: https://doi.org/10.1080/02796015.2002.12086158
Long, M. (2016). In defense of tasks and TBLT: Non-issues and real issues. Annual Review of Applied Linguistics, 36, 5-33. DOI: https://doi.org/10.1017/S0267190515000057
Madaio, M. A., Ogan, A, & Cassell, J. (2016). The effect of friendship and tutoring roles on reciprocal peer tutoring strategies. In A. Micarelli, J. Stamper & K. Panourgia (Eds.), International conference on intelligent tutoring systems (pp.423-429). Springer International Publishing.
McKenna, L., & French, J. (2011). A step ahead: Teaching undergraduate students to be peer teachers. Nurse Education in Practice, 11(2), 141-145. DOI: https://doi.org/10.1016/j.nepr.2010.10.003
Menezes, S.D., & Premnath, D. (2016). Near-peer education: A novel teaching program. International Journal of Medical Education, 7, 160-167. https://doi.og/. DOI: https://doi.org/10.5116/ijme.5738.3c28
Mulatsih, M.V.E. (2018). The effectiveness of the grammar tutoring program based on students' feedback in batch 2016 ELESP. LLT Journal, 21(2), 175-182. DOI: https://doi.org/10.24071/llt.2018.2102016
Murtisari, E. T., Hastuti, G., & Arsari, R. W. (2019). EFL students' perception of grammar teaching: Isolated or integrated in skill courses? Asian EFL Journal, 26(6), 207-226.
Murtisari, E. T., Salvadora, L., & Hastuti, G. (2020). Isolated and integrated grammar teaching in a tertiary EFL context: Indonesian teachers' beliefs. SAGA: Journal of English Language Teaching and Applied Linguistics, 1(1), 17-30. DOI: https://doi.org/10.21460/saga.2020.11.9
Mynard, J., & Almarzouqi, I. (2006). Investigating peer tutoring. ELT Journal, 60(1), 13-22. DOI: https://doi.org/10.1093/elt/ccio77
Naeger, D. M., Conrad, M., Nguyen, J., Kohi, M., & Webb, E. (2013). Students teaching students: Evaluation of near peer teaching experience. Acad Radiol, 20(9), 1177-82. DOI: https://doi.org/10.1016/j.acra.2013.04.004
O'Sullivan, I., & Cleary, L. (2014). Peer-tutoring in academic writing: The infectious nature of engagement. Journal of Academic Writing, 4(1), 52-65. DOI: https://doi.org/10.18552/joaw.v4i1.72
Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252-267. DOI: https://doi.org/10.5539/jel.v1n2p252
Sheen, R. (2005). Focus on forms as a means of improving accurate oral production. In A. Housen & M. Pierrard (Eds.), Investigations in instructed second language acquisition (pp. 271-310). Mouton de Gruyter.
Snyder, D. W., Nielson, R. P., & Kurzer, K. (2016). Foreign language writing fellows programs: A model for improving advanced writing skills. Foreign Language Annals, 49(4), 750-771. DOI: https://doi.org/10.1111/flan.12231
Spada, N., & Lightbown, P. M. (2008). Form-focused instruction: Isolated or integrated? TESOL Quarterly, 42(2), 181-207. DOI: https://doi.org/10.1002/j.1545-7249.2008.tb00115.x
Stanley, C. (1998). A framework for teacher reflectivity. TESOL Quarterly, 32(3), 584-591. DOI: https://doi.org/10.2307/3588129
Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students' motivation for their academic achievement: Replicating and extending previous findings. Frontiers in Psychology, 10(1730), 1-11. DOI: https://doi.org/10.3389/fpsyg.2019.01730
Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. Mentoring & Tutoring: Partnership in Learning, 24(20), 124-136. DOI: https://doi.org/10.1080/13611267.2016.1178963
Struyven, K., Dochy, F., Janssens, S., & Gielen, S. (2008). Students' experiences with contrasting learning environments: The added value of students' perceptions. Learning Environments Research, 11, 83-109. DOI: https://doi.org/10.1007/s10984-008-9041-8
Takeuchi, H. (2015). Peer tutoring in Japan: A new approach for a unique educational system. Studies in Self-Access Learning Journal, 6(1), 112-119. DOI: https://doi.org/10.37237/060108
Tsang, E.W.K. (1998). Inside story: Mind your identity when conducting cross-national research. Organization Studies, 19(3), 511-515. DOI: https://doi.org/10.1177/017084069801900307
Umeda, M., Snape, N., Yusa, N., & Wiltshier, J. (2017). The long-term effect of instruction on learners' knowledge of English articles. Language Teaching Research, 23(2), 1-21. DOI: https://doi.org/10.1177/1362168817739648
Watcharapunyawong, S. (2018). The effects of online peer tutoring on first year undergraduate students' English grammar achievement. Indonesian Journal of Informatics Education, 2(2), 69-76. %vi%i.24382. DOI: https://doi.org/10.20961/ijie.v
Wigfield, A., & Cambria, J. (2010). Students' achievement values, goal orientations, and interests: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1-35. DOI: https://doi.org/10.1016/j.dr.2009.12.001
Williams, B., & Reddy, P. (2016). Does peer-assisted learning improve academic performance? A scoping review. Nurse Education Today, 42, 23-29. DOI: https://doi.org/10.1016/j.nedt.2016.03.024
Winder, R., Kathpalia, S. S., & Koo, S. L. (2016). Writing centre tutoring sessions: Addressing students' concerns. Educational Studies, 42(4), 1-17. DOI: https://doi.org/10.1080/03055698.2016.1193476
Won, J., Change, H., & Kang, M.K. (2017). The effect of peer learning on college EFL learners in Korea. Information, 20(12), 8309-8316.
Copyright (c) 2020 Национальный исследовательский университет «Высшая школа экономики»
Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.
Авторы, публикующие статьи в журнале, соглашаются с условиями политики авторских прав.
