vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2020-29-12-57-71vovr-2548Research ArticleПЕДАГОГИКА ВЫСШЕЙ ШКОЛЫHIGHER SCHOOL PEDAGOGYПохвала преподавателя как коммуникативный мотивирующий инструмент в восприятии студентов вьетнамских университетовPraise as Classroom Communicative Reinforcing Device: Perceptions of Vietnamese University Studentshttps://orcid.org/0000-0002-9714-5497ДоЛ. Т.Т.DoL. T.T.

До Линь Тхи Тхюи - преподаватель, факультет иностранных языков.No. 171 - Phan Dang Luu street, Kien An District, Hai Phong city.

Linh Thi Thuy Do -Lecturer in English at Department of Foreign Languages.No. 171 - Phan Dang Luu street, Kien An District, Hai Phong city.

linhdothithuy@gmail.comhttps://orcid.org/0000-0001-8259-3943ВуА. Т.Л.VuA. T.L.

Ву Ань Тхи Лан - проректор, кандидат юридических наук.

87 Nguyen Chi Thanh street, Dong Da district, Hanoi city.

Anh Thi Lan Vu - Vice-Rector.87 Nguyen Chi Thanh str., Dong Da district, Hanoi city.

lananh@hlu.edu.vnХайфонский университетВьетнамHaiphong UniversityViet NamХанойский юридический университетВьетнамHanoi Law UniversityViet Nam20203112202029125771Copyright © До Л.Т., Ву А.Т., 20202020До Л.Т., Ву А.Т.Do L.T., Vu A.T.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/2548

Одна из важнейших задач вузовского преподавателя - создание благоприятной, мотивирующей учебной среды, способствующей заинтересованному погружению студентов в непосредственную учебную деятельность в аудитории. Авторы полагают, что такому инструменту, как оценочная похвала преподавателя, а также коммуникативным особенностям поведения преподавателя, влияющим на учебную мотивацию студентов, следует уделять более пристальное внимание. Данное исследование было посвящено изучению восприятия студентами различных видов похвалы преподавателя в ходе аудиторных занятий. Для сбора данных в кейс-стади использованы методы наблюдения и полуструктурированных инервью. Результаты показали, что студенты по-разному воспринимают различные виды похвалы, которую они заслужили в ходе выполнения заданий. Более позитивно студенты откликались на конкретную похвалу, выраженную в вербальной форме, поскольку она отражает явное признание и точную информацию об их вкладе в освоение материла. Такой вид похвалы способствует лучшей самооценке и мотивации студентов. Кроме того, было выявлено, что студенты с лучшей успеваемостью больше реагировали на похвалу за проявленные ими способности или за полученный результат, в то время как студенты с более низкой успеваемостью стремились заслужить похвалу преподавателя за проявленное усердие, за попытки и настойчивость. Результаты проведённого исследования могут быть использованы преподавателями в педагогических целях при организации учебного процесса в аудитории.

One of the biggest challenges for teachers is to foster a positive learning environment in which students become motivated and engaged in classroom activities. Growing concerns have been shown about how evaluative praise functioned as a good reinforcer for students' achievement and desirable behaviour affects students' motivation to learn, depending on teachers' messages communicated with students. This study examined the impacts of different types of teacher praise upon university students' perceptions. Case study was employed to collect the data through observations and semi-structured interviews. The results highlighted that students perceived differently towards kinds of praise that they earned. They tended to respond to specific, verbal praise in a more positive way because of its explicit recognition and precise information about their contributions, hence it could make better their self-concept as well as help them keep motivated. Also, high-achievers sought for ability praise whereas low-achievers desired to draw effort praise from teachers. Educators would benefit these findings for the pedagogical purposes.

 

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The authors declare that there are no conflicts of interest present.