Arab Sojourner Expectations, Academic Socialisation and Strategy Use on a Pre-Sessional English Programme in Britain

Autor/in	Hajar, Anas
Titel	Arab Sojourner Expectations, Academic Socialisation and Strategy Use on a Pre-Sessional English Programme in Britain
Quelle	In: Pedagogies: An International Journal, 15 (2020) 3, S.221-239 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hajar, Anas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2019.1696200
Schlagwörter	Arabs; Socialization; Graduate Students; Academic Language; Educational Experience; English (Second Language); English for Academic Purposes; Second Language Learning; Second Language Instruction; Student Attitudes; Prior Learning; Intercultural Communication; Tutors; Language Teachers; Teacher Characteristics; Writing Instruction; Foreign Students; Learning Strategies; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Arab; Araber; Socialisation; Sozialisation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Bildungserfahrung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Vorkenntnisse; Interkulturelle Kommunikation; Förderlehrer; Lehrender; Tutor; Language teacher; Sprachunterricht; Schreibunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Großbritannien
Abstract	This paper reports on a phenomenographic investigation of Arab sojourners' international academic experiences in terms of their expectations, academic socialisation and their strategy use during a ten-week pre-sessional English language course at a UK university. The qualitative data collected from a written narrative and three subsequent semi-structured interviews revealed how the participants' expectations and strategic learning efforts in the new context were influenced by their learning goals, together with their past language learning experiences. Many held a utopian vision of automatic language development and meaningful interactions with locals once they were in the host environment. The analysis of the data also showed the dominance of highly supportive co-national peers, reluctance to engage in intercultural interactions and a clear preference for "native speaker" tutors. The participants gradually began to identify proximal goals by responding positively to strategies meditated by their writing tutors. They did so because academic writing requirements constitute the main form of assessment in their upcoming postgraduate programmes. The findings of this phenomenographic study have practical implications for the improvement of pre-sessional English courses and also provide directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01