Free English Language Dissertations - Academic English Requirements: University-level Preparation Programs For
Academic English Requirements:
University-Level Preparation Programs
for International Students
Introduction
The issue of English language standards and the academic preparation programs of international students who must meet them has become an increasingly complex and controversial topic in education today. This paper will explore this issue in depth, focusing on the specific needs of foreign students at University level. It will do this by exploring the current literature and theories that dominate the field, including Computer-Assisted Language Learning, or 'CALL' ('Pathways' 2004, 5) Then it will discuss issues pertinent to planning and developing an effective language preparation program to address those needs
Current Literature and Theories
A number of theories are currently competing to dominate the field today. Among these are several entry level issues. Most professionals agree that some sort of preparatory training is absolutely necessary for first year University students of non-English speaking backgrounds, or 'NESB' (Ascher 2004; Echevarria et al., 2004). However, the agreement stops there, as they seem unable to decide on which of these programs is best ('Pathways' 2004, 2).
Some of these programs are focused primarily on teaching students only those English language concepts that are essential for them to be successful in attaining their academic degrees. This methodology is referred to as 'English for Academic Purposes' (EAP). The approach, as the name suggests, is goal-oriented, focusing on rhetorical and syntactic skills that best ensure academic success ('Pathways' 2004, 2). However, since academic success here is defined solely by completion of a degree, the methodology is questioned by experts who doubt its true long-term worth as a sustainable skill ('Pathways' 2004, 2).
In contrast to this are programs which focus on grammar issues that are particular to second-language learners. Ascher's approach falls under this category. He addresses ten main 'problem areas': verb phrases, sentences structure, agreement, tense, determiners, word forms, passive voice, conjunctions, mechanics, and general editing practice (Ascher 2004). This methodology is 'designed to help intermediate to advanced-level students of ESL and EFL to edit their writing for errors in grammatical structure and usage' (Ascher 2004, xi).
Other plans include 'English for Specific Purposes' (ESP), which focuses on teaching students those aspects of English that will be most relevant their specialised professional projects Alternate pathways to University level education are another option; this approach focuses on integrating relevant skills learned outside the academic setting in such a way that the student is given academic credit for them.
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