On the Learning Behaviours of English Additional-Language Speakers Entering Engineering Education in South Africa

Autor/inn/en	Woollacott, L.; Simelane, Z.; Inglis, J.
Titel	On the Learning Behaviours of English Additional-Language Speakers Entering Engineering Education in South Africa
Quelle	In: South African Journal of Higher Education, 25 (2011) 3, S.612-630 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Engineering Education; Academic Achievement; Rote Learning; Foreign Countries; Educational Background; National Competency Tests; English (Second Language); Second Language Learning; Teaching Methods; Interviews; Native Language; Student Attitudes; Learning Strategies; Intervention; South Africa + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Schulleistung; Mechanisches Lernen; Ausland; Vorbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article reports the findings of an inductive study on the learning behaviours and language difficulties of a small group of English additional-language students entering a school of chemical and metallurgical engineering in South Africa. Students were interviewed in their home language. While they appeared to have had a reasonable grounding in the basics of effective studying and learning, a range of problematic features were also evident. These included rote learning, a dualistic conception of knowledge, and a problematic degree of dependence on teachers, texts and studying past examination papers. The interlinked nature of these features and the way they seem to derive from educational background suggest that the design of interventions should give particular attention to the "learning practices" of students and be based on developing these practices as a whole rather than the more traditional approach of providing "skills courses". (Contains 2 tables.) (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10