Free English Language Dissertations - The Variety And Options Offered By University-level Textbooks And
The variety and options offered by University-level textbooks and accompanying tools seem endless. Although the standard grammar-based 'traditional' approach still forms the core of many methodologies, few programs base their programs on a single methodology.
Dana Ferris stresses the need to develop a comprehensive 'error-treatment' plan that directly addresses key issues regarding linguistic ability in composition and writing (Ferris 2002, 105). According to Ferris, teachers need to realize that 'differences in students' levels of L2 proficiency will affect both the number and type of errors that they make as well as their ability to process particular types of feedback' (Ferris 2002, 56).
It is also vitally important to know the needs of the students in the class. This is a point that cannot be stressed enough: to effectively plan the class, instructors need to know the basic makeup of individual classes rather than design a curriculum that is based on theoretical conjecture. Use of multimedia and similar resources can greatly facilitate this process.
Another aspect to consider in designing a course is that fact that approaches to studying are different in different countries. For example, in the UK and most other English-speaking countries, students are expected to be very independent. International students should be made aware of the different levels of expectation, as well as strategies for learning to adjust and thrive in this environment. This theory is a key part of the theory of Lowes et al. in their guide for international students. Lowes and his partners are lecturers who have had several years' experience teaching students at University in the UK. They include specific, real-life examples of the experiences they have had with students from different cultures and countries to demonstrate the relevance of their point.
Conclusion
It is clear that the issue of academic preparation programs for international students is complex and controversial. According to the Pathways Survey, there are a number of diverse programmes set in place at various institutes; however, 'many of these courses have little unity and are therefore not generally accepted outside the delivering institute' ('Pathways' 2004, 6).
The overall trend, however, is in the direction of technology-based programmes, leaning heavily towards computer-assisted methodologies that offer flexibility, convenience, and control for both students and instructors. There also seems to be an increasing awareness that general English-language courses need to be tailored to fit the specific needs of the students who take them, thus enabling them to concentrate on their primary courses of study.
By designing a preparatory course that considers the actual levels and the specific needs of international students, the lessons will address relevant issues.
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