Improving the Conversational English of Foreign Instructors in a Technological University.

Autor/in	Ruehr, Ruthann Richwine
Titel	Improving the Conversational English of Foreign Instructors in a Technological University.
Quelle	(1985), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Classroom Communication; College Faculty; Communication Skills; Communicative Competence (Languages); Conversational Language Courses; English (Second Language); Foreign Nationals; Higher Education; Learning Activities; Pronunciation; Skill Development; Speech Skills; Teaching Assistants; Tutorial Programs; Universities; Videotape Recordings + Suchen Sie Ihr Suchwort? Klassengespräch; Fakultät; Kommunikationsstil; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Ausländer; Ausländerin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernaktivität; Aussprache; Kompetenzentwicklung; Qualifikationsentwicklung; Mündliche Leistung; Sprachfertigkeit; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; University; Universität
Abstract	Universities in the United States are employing increasing numbers of instructors for whom English is not the first language. Some have difficulty in communicating with their students and colleagues. Michigan Technological University began a program of classroom and tutorial instruction by trained teachers of English as a second language to help those nonnative instructors improve their English communication skills. Sessions were videotaped to monitor student progress and evaluate the exercises used to stimulate conversation. Participation and discussion of individual concerns were actively encouraged, with minimal interruption of classroom conversations and presentations. Correction of minor pronunciation and grammar problems was done when the students viewed the tapes. Activities were designed to increase communication skills in both general and technical areas, and all were preceded by discussion of relevant vocabulary. Exercises included interviews and introductions of and by the students in the first and last class sessions, descriptions of the student's homeland, role playing, technical talks, assignments to read and discuss informal English passages, pronunciation drills, and interpretation of realia. Students received weekly evaluations of their problems and progress. Participants significantly improved their communication skills and expressed interest in more frequent classes. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC