"I Felt that I Do Live in the UK Now": International Students' Self-Reports of Their English Language Speaking Experiences on a Pre-Sessional Programme

Autor/inn/en	Copland, Fiona; Garton, Sue
Titel	"I Felt that I Do Live in the UK Now": International Students' Self-Reports of Their English Language Speaking Experiences on a Pre-Sessional Programme
Quelle	In: Language and Education, 25 (2011) 3, S.241-255 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
Schlagwörter	Student Attitudes; Diaries; English (Second Language); Second Language Learning; Study Abroad; Foreign Students; Language Usage; Questionnaires; Interviews; Internet; Foreign Countries; Student Adjustment; Summer Programs; College Students; School Orientation; United Kingdom + Suchen Sie Ihr Suchwort? Schülerverhalten; Diary; Tagebuch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Studies abroad; Auslandsstudium; Sprachgebrauch; Fragebogen; Interviewing; Interviewtechnik; Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Sommerkurs; Collegestudent; Großbritannien
Abstract	This article focuses on the English language experiences of a group of pre-sessional students, an under-represented group in the literature on language and education. In particular, it investigates the opportunities that such students have to use English outside the classroom, shown to be a key factor in student satisfaction with their study abroad experience. Drawing on data from questionnaires, interviews and on-line diaries, we show that students have a variety of opportunities to use English; however, these opportunities may require students to engage in complex negotiations right from the beginning of their sojourn in the UK. Micro-analysis of the data shows that agency is a key construct in understanding students' representations of their English encounters as they begin their lives in the UK. The article concludes with some suggestions as to how pre-sessional courses may develop students' linguistic and socio-cultural skills in order that they may interact successfully in English outside the classroom. (Contains 1 figure, 1 table, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10