University Language Policy: Identifying Student Attitudes.

Autor/inn/en	Fahmy, Jane Jackson; Bilton, Linda
Titel	University Language Policy: Identifying Student Attitudes.
Quelle	(1990), (22 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrative Policy; College Freshmen; English for Science and Technology; English (Second Language); Foreign Countries; Higher Education; Language Attitudes; Language of Instruction; Language Planning; Language Proficiency; Language Role; School Policy; School Surveys; Second Language Instruction; Sociocultural Patterns; Student Attitudes; Student Characteristics; Student Motivation + Suchen Sie Ihr Suchwort? Studienanfänger; Technisches Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachverhalten; Teaching language; Unterrichtssprache; Sprachwechsel; Language skill; Language skills; Sprachkompetenz; Schulpolitik; Fremdsprachenunterricht; Soziokulturelle Theorie; Schülerverhalten; Schulische Motivation
Abstract	A survey of 376 first-year Arab university students at Sultan Qaboos University (Oman) investigated attitudes about the use of English as a medium for instruction in science and technology. Questionnaires elicited information about student language background, reasons for studying English, patterns of present and future use of English, and attitudes toward self, native language group, target language group, and English as the language of instruction. Students' English language proficiency levels were determined with the Comprehensive English Language Test. Attitudinal variables and proficiency scores were correlated and analyzed with relation to the university's language policy. Results indicate that student attitudes are compatible with school policy. For most students, English is simply a means for obtaining scientific and technological information, and they show little interest in Western culture. However, it is suggested that as students progress through the program, contact with English-speakers will increase and student interest in the social dimension of English may be kindled. A longitudinal study to monitor changes in attitudes and language proficiency is recommended to assist in planning for language policy and instruction. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC