Влияние процессно-жанрового подхода на результаты письменных работ, самостоятельность и самоэффективность при письме второкурсников, изучающих английский язык как иностранный
Аннотация
Предпосылки исследования: в теоретической литературе процессно-жанровый подход в настоящее время считается предпочтительной формой обучения на уроках письма, поскольку она помогает учащимся в формировании лингвистической, когнитивной и социокультурной компетенций письма. Однако вклад этого подхода в развитие обучения письму на английском языке как иностранном (далее - EFL) во Вьетнаме не был подробно изучен.
Цель: данная работа направлена на изучение влияния целевого подхода на результаты письменной речи вьетнамских студентов, изучающих английский язык как иностранный, их самоэффективность и самостоятельность во время письма.
Методы: методом случайной выборки была набрана интактная группа из 38 студентов-второкурсников вьетнамского частного университета, изучающих английский язык как иностранный, в качестве экспериментальной группы, проходящей девятинедельный курс обучения письму в рамках процессно-жанрового подхода. Инструментарий исследования основан на количественных методах. Были проведены один предварительный письменный тест, один финальный тест и два анкетирования. Данные были проанализированы путем вычисления парных выборочных t-тестов с помощью SPSS версии 26.0.
Результаты: результаты показали, что процессно-жанровый подход в некоторой степени повысил общую производительность письменной речи студентов высших учебных заведений, укрепил их самооценку в отношении формирования идеи, принципов письма, саморегуляции, а также положительно повлиял на их понимание и поведение в отношении автономии письма.
Выводы: исследование способствует более глубокому пониманию практической целесообразности применения процессно-жанрового подхода в области преподавания письма в рамках изучения английского языка как иностранного во Вьетнаме. Могут быть сформулированы рекомендации по повышению качества обучения письму на программах английского языка как иностранного с использованием этого комплексного подхода в условиях вьетнамского высшего образования.
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Литература
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