Language Learners' Needs, Interests and Motivation: A Survey of EFL Students in an Italian Economics Faculty.

Autor/in	Lombardo, Linda
Institution	Centro Informazione Stampa Univ., Rome (Italy).
Titel	Language Learners' Needs, Interests and Motivation: A Survey of EFL Students in an Italian Economics Faculty.
Quelle	(1988), (70 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; italienisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Economics Education; Educational Needs; English for Special Purposes; English (Second Language); Foreign Countries; Higher Education; Language Attitudes; Language Proficiency; Language Skills; Relevance (Education); School Surveys; Second Language Learning; Self Evaluation (Individuals); Student Attitudes; Teacher Attitudes; Italy + Suchen Sie Ihr Suchwort? Wirtschaftskunde; Educational need; Bildungsbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachverhalten; Language skill; Language skills; Sprachkompetenz; Relevance; Relevanz; Zweitsprachenerwerb; Schülerverhalten; Lehrerverhalten; Italien
Abstract	A survey of students in the school of economics in an Italian university investigated the following: (1) students' attitudes toward and interest in learning English as a second language; (2) their perceived need for using the language personally, academically, and professionally; (3) their assessment of their own second language proficiency; and (4) their opinions about the most important second language skills to develop and the most useful classroom activities. A random sample of 200 students at all levels of English language proficiency and in all four program years was surveyed. A parallel questionnaire was administered to non-language-teaching staff actively involved in the business world and in the teaching profession, asking about their perceptions of students' present and future English language needs, their own academic and professional uses of English, and their perceived need for English language skills improvement. Analysis of the results focused on predicting learner success, the relationship of social interaction and language learning, the perceived primacy of oral skills, and issues related to specialized terminology. Sample teacher and student questionnaires are appended. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC