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Examining American and Chinese Students’ Strategies When Giving Face-to-Face Critical Feedback in Academic Settings
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.15 No.3 (2018.09)바로가기
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- 페이지
- pp.766-786
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A338426
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5,700원
원문정보
초록
- 영어
- While the literature on popular Face Threatening Acts (FTAs) such as complaining, requesting, promising, apologizing, and giving and receiving compliments is thriving, the speech act of giving critical feedback in an intercultural setting is quite understudied (but see Itakura & Tsui, 2011; Nguyen, 2008, 2012). In addressing this issue, this paper aims at examining how American and Asian students utilize mitigating strategies when giving face-to-face critical feedback. The study was also designed to record these students’ strategy modification in order to adapt to an intensified level of face-threat. Ten participants (five American and five Chinese students) were recruited to join a three-part interview. For the first component of the study, the subjects watched a video of a badly presented presentation and played the role of the presenter’s classmates to comment on the presenter’s presenting skill (Task A). The face-threatening level was then enhanced as the interviewees were required to imagine facing and giving feedback directly to the presenters (Task B). The second step features the participants reading four written arguments and making critical evaluations (Task C). The change in facethreatening level was marked when the participants’ comments were unexpectedly challenged by the interviewer who pretended to hold an opposite viewpoint (Task D). Finally, a semi-structured interview was carried out to find out the participants’ perspectives on giving critical feedback. Collected data reveal fairly equivalent use of mitigating devices by American and Chinese students in Task A and C, while some divergences in strategies were observed in Task B and D.
목차
Abstract
Introduction
Literature Review
Asian English Learners and Their Uses of Mitigation Devices in FTAs
The Speech Act of Giving Peer-to-peer Critical Feedback
How to Make Evaluations
How People from Different Cultures Differ in Making Evaluations
Research Questions
Method
Participants
Procedure
Data Analysis
Results and Discussion
Quantitative Analysis and Findings
Qualitative Analysis and Findings
Conclusion
The Author
References
Appendix
키워드
critical feedback mitigating strategies strategy modification American Chinese저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.15 No.3
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