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Autor/inn/en | Heron, Marion; Dippold, Doris; Hosein, Anesa; Khan Sullivan, Ameena; Aksit, Tijen; Aksit, Necmi; Doubleday, Jill; McKeown, Kara |
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Titel | Talking about Talk: Tutor and Student Expectations of Oracy Skills in Higher Education |
Quelle | In: Language and Education, 35 (2021) 4, S.285-300 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Heron, Marion) ORCID (Dippold, Doris) ORCID (Hosein, Anesa) ORCID (Aksit, Tijen) ORCID (Aksit, Necmi) ORCID (Doubleday, Jill) ORCID (McKeown, Kara) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0782 |
DOI | 10.1080/09500782.2021.1895206 |
Schlagwörter | English for Academic Purposes; English (Second Language); Second Language Learning; Second Language Instruction; Oral Language; Classroom Communication; Higher Education; Teaching Methods; Persuasive Discourse; Accuracy; Teacher Student Relationship; College Students; College Faculty; Metalinguistics; Expectation; Language Skills; Cross Cultural Studies; Foreign Countries; Undergraduate Students; Student Attitudes; Teacher Attitudes; Communicative Competence (Languages); Intellectual Disciplines; United Kingdom; Turkey; United Arab Emirates English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Klassengespräch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Persuasion; Persuasive Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Fakultät; Metalanguage; Metasprache; Expectancy; Erwartung; Language skill; Sprachkompetenz; Cultural comparison; Kulturvergleich; Ausland; Schülerverhalten; Lehrerverhalten; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Geisteswissenschaften; Großbritannien; Türkei; Vereinigte Arabische Emirate |
Abstract | Although participation in academic speaking events is a key to developing disciplinary understanding, students for whom English is a second language may have limited access to these learning events due to an increasingly dialogic and active higher education pedagogy which places considerable demands on their oracy skills. Drawing on the Oracy Skills Framework we explore disciplinary tutors' and students' expectations of oracy skills required for disciplinary study. An analysis of both quantitative and qualitative data found that disciplinary tutors placed importance on the cognitive dimension of oracy skills such as argumentation and asking questions, whilst students placed importance on linguistic accuracy. The findings also suggest that tutors and students lack a shared metalanguage to talk about oracy skills. We argue that a divergence of expectations and lack of shared terminology can result in compromising students' access to valuable classroom dialogue. The paper concludes with a number of practical suggestions through which both tutors and students can increase their understanding of oracy skills. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |