Teaching Professional English to Saudi Students Studying Abroad

Autor/in	Al-Jarf, Reima
Titel	Teaching Professional English to Saudi Students Studying Abroad
Quelle	(2009), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Study Abroad; Foreign Students; English (Second Language); Second Language Instruction; Student Attitudes; College Students; English for Academic Purposes; English for Special Purposes; Student Needs; Teaching Methods; Educational Technology; Technology Uses in Education; Models; Oral Language; Language Skills; Pronunciation; Reading Skills; Writing Skills; Vocabulary; Online Searching; Language Proficiency; Saudi Arabia; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Studies abroad; Auslandsstudium; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schülerverhalten; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Analogiemodell; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Aussprache; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Wortschatz; Online-Recherche; Language skills; Saudi-Arabien; Großbritannien
Abstract	14,000 Saudi students are currently studying in the UK. Before they start their coursework in their major, most take English language courses for at least a year and should pass the IELTS test. Interviews with a sample of Saudi students studying in the UK showed that focus in the English courses that students take is mainly on grammar and written exercises. Academic reading and writing skills, technical terminology and library searching skills are not emphasized. Traditional methods that depend on the textbook only are used by instructors and some instructors are non-native speakers. Even after 3 months, many students' English remains poor (faulty grammar, faulty pronunciation, confuse similar words, lack of fluency, do not read, do not writes) although the students take 20 hours of English per week. In language classes Saudi students are grouped together. Thus they mingle with Saudi students and communicate in Arabic rather than English. The present study aims to propose a model for teaching professional English to Saudi graduate and undergraduate studying abroad based on their academic and professional needs. The model emphasizes oral English, language functions, correct pronunciation, academic reading and writing, technical terminology (Greek and Latin roots), locating references and electronic searching. Students should be helped to practice English out of class right from the beginning. To do so, each should be matched with a native-speaking partner. Technology must be integrated in English language teaching. Students can practice English using a blog, a discussion forum, language websites, MP3 lessons, text-to-speech software to improve oral reading skills. Daily extension activities such as a daily journal, watching TV, reading simplified novels, reading signs in the street and on the bus must be required by the instructors. To be successful learners and professionals, students need to be trained to be autonomous learners. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01