Comparing Language Skill Priorities among TESOL Faculty and ESL Students Bound for English-Medium Universities

Autor/inn/en	James Hartshorn, K.; Hart, Judson M.; McMurry, Benjamin L.
Titel	Comparing Language Skill Priorities among TESOL Faculty and ESL Students Bound for English-Medium Universities
Quelle	In: TESOL Journal, 10 (2019) 3, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.1002/tesj.438
Schlagwörter	Language Skills; English Teachers; English (Second Language); College Faculty; Needs Assessment; College Bound Students; Language of Instruction; Teacher Attitudes; Student Attitudes; English Language Learners; Listening Skills; Reading Skills; Pronunciation; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Fakultät; Bedarfsermittlung; Teaching language; Unterrichtssprache; Lehrerverhalten; Schülerverhalten; Reading skill; Lesefertigkeit; Aussprache; Unterrichtserfolg
Abstract	With growing evidence that learners of English as a second language (ESL) may face linguistic disadvantages when studying at English-medium universities, it is appropriate to identify the most effective ways to optimize their preparation. One area of interest is the relative importance university professors across disciplines place on language skills in their classrooms and how this might inform ESL teaching and learning. Thus, this study sought to identify perceptions of TESOL faculty and their ESL learners in terms of the relative importance of various English language skills such as reading, writing, listening, and speaking, and the extent to which they are aligned with the views of professors in the disciplines. Results suggest that although perceptions of TESOL faculty are well aligned with university content professors who have indicated that listening and reading are most important, students do not share this awareness and consider all language skills to be of equal value. This study also highlights the possible benefits of practitioners helping their students form appropriate and realistic expectations of pronunciation and the need for the field to better prepare practitioners to effectively teach the skill of listening. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01