Differing Perspectives of Non-Native Speaker Students' Linguistic Experiences on Higher Degree Courses

Autor/inn/en	Hennebry, Mairin; Lo, Yuen Yi; Macaro, Ernesto
Titel	Differing Perspectives of Non-Native Speaker Students' Linguistic Experiences on Higher Degree Courses
Quelle	In: Oxford Review of Education, 38 (2012) 2, S.209-230 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2011.651312
Schlagwörter	Second Language Learning; Language Skills; Native Speakers; English (Second Language); Graduate Students; Student Attitudes; Surveys; Interviews; Difficulty Level; College Admission; Admission Criteria; Social Integration; Proofreading; Writing (Composition); Academic Standards; Scores; Cultural Background; Cultural Differences; Questionnaires; English for Academic Purposes; Second Language Instruction; Language Proficiency; United Kingdom; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Language skill; Sprachkompetenz; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Schwierigkeitsgrad; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Soziale Integration; Korrektur; Schreibübung; Kultureller Unterschied; Fragebogen; Fremdsprachenunterricht; Language skills; Großbritannien
Abstract	We report a small-scale study investigating the perceptions of postgraduate students who are non-native speakers of English and those of academic staff with regard to those students. Previous research has focused only on the former and identified a number of linguistic and cultural challenges these students face in adapting to Anglophone institution environments. A sample of 43 students in one department at a Russell Group university were surveyed and a sub-sample interviewed. Six members of academic staff were interviewed and some observed in their teaching. Findings suggest that, despite the high linguistic admission requirements set by the university, this group of students faced a range of difficulties in all four language skills but particularly in skills needed for oral interaction in seminars. Students and staff provided differing accounts of the source of these difficulties and students expressed a desire for better integration with native speaker students. There were also differing accounts regarding the amount of linguistic support students should receive, particularly with regard to proofreading written work. The study suggests a need for further research of this comparative kind potentially leading to recommendations for additional support for students and staff development. (Contains 3 notes and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10