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O ensino-aprendizagem de inglês Instrumental em cursos de graduação da área de saúde de Instituições de Ensino Superior em Manaus

Arévalo, Paula Haro 
Fonte: Repositório Científico Lusófona Publicador: Repositório Científico Lusófona
Tipo: Dissertação de Mestrado
POR
Relevância na Pesquisa
56%
Esta investigação tem como objetivo principal fazer uma comparação entre alguns aspectos relacionados às pessoas e ao ensino-aprendizagem do Inglês para Fins Específicos ou Instrumental, dentro do contexto acadêmico dos cursos de saúde de duas universidades na cidade de Manaus; e como objetivo específico proporcionar subsídios teóricos metodológicos para um melhor desenvolvimento desse processo. A fundamentação teórica deste trabalho está baseada em estudos dos teóricos Hutchinson e Waters (1987), Jordan (1997), Robinson (1991), e Widdowson (1983) cujas pesquisas estão voltadas à Abordagem Instrumental para o ensino de línguas, da qual Inglês para Fins Acadêmicos (English for Academic Purposes - EAP) faz parte. Segundo a natureza do objeto deste estudo optamos por aplicar a metodologia quanti-qualitativa, pois os dados foram analisados, tanto quantitativa, como qualitativamente. Para alcançar os objetivos propostos foi aplicado um questionário aos alunos, que já haviam cursado a disciplina Inglês Instrumental em períodos anteriores em relação à época da realização da pesquisa. Em seguida, foram realizadas entrevistas semi-estruturadas com os professores da respectiva disciplina de cada instituição. A pesquisa foi realizada com 43 alunos e 02 professores em duas instituições de ensino superior da cidade de Manaus...

"A integração de Testes Adaptativos Informatizados e Ambientes Computacionais de Tarefas para o aprendizado do inglês instrumental"; Integrate's Adaptative Testing System and a Task-Environment in the domain of English Academic Purposes

Piton Gonçalves, Jean
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 15/03/2004 PT
Relevância na Pesquisa
66.06%
A necessidade de jovens pesquisadores lerem correta e rapidamente uma grande quantidade de textos escritos em inglês, que é a língua franca da ciência, representa uma barreira considerável para eles. Dada essa necessidade, em 2001, o programa de mestrado em Ciências da Computação e Matemática Computacional do ICMC-USP passou a avaliar a proficiência em inglês dos alunos quanto à habilidade de reconhecerem o gênero de textos científicos em inglês, com as convenções que lhe são características. O site do Exame de Proficiência em Inglês (EPI)disponibiliza Exames Modelos com correção automatizada para os alunos saberem antecipadamente como será o exame formal, também informatizado. Porém, a prática com o Exame Modelo fornece apenas um relatório com o escore do aluno, não oferecendo meios para ele relembrar seus conhecimentos, receber instrução ou ainda rever conceitos errôneos. Uma possível solução para essa lacuna é um ambiente computacional que propicie um contexto favorável à aprendizagem do inglês instrumental. Na perspectiva de favorecer tal aprendizado e auxiliar os alunos a estudarem para o EPI é que essa pesquisa propôs um Ambiente Computacional de Aprendizagem (ACA) para o inglês instrumental. O ACA desenvolvido...

Concepções e status da leitura em inglês em cursos universitários em Maceió: cursos do setor terciário : análise de sistemas e secretariado executivo.; Conceptions and status of reading in English at university courses in Maceió : tertiary sector courses - computing sciences and executive secretariat.

Coutinho, Tânia Maria Marques
Fonte: Universidade Federal de Alagoas; BR; Linguística; Literatura Brasileira; Programa de Pós-Graduação em Letras e Linguística; UFAL Publicador: Universidade Federal de Alagoas; BR; Linguística; Literatura Brasileira; Programa de Pós-Graduação em Letras e Linguística; UFAL
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
75.95%
The aim of this work was to investigate the treatment given to reading in classes of English as a foreign language at colleges in Maceió, especially in two courses of the tertiary sector of economy Systems Analysis Courses and Executive Secretariat Course. The relevance of the work is related to the importance of reading in English as a necessary activity to the academic and professional literacy. From this research it was possible to observe reading conceptions and its status in force nowadays in the institutions studied. In order to investigate that issue, the methodology used was based on the observations of classes in four colleges in which the discipline Inglês Instrumental (English for Specific Purposes) is taught. Thus, this work can be considered as being a qualitative research, of an ethnographic kind. Besides classroom observations, field note taking, informal interviews and questionnaires for both students and teachers were also used. The theoretical background was based on the studies of the history of reading, the socio-cognitive and discoursive aspects of reading strategies, foreign language teaching approaches and principles of English for Specific Purposes. One of the results obtained indicated that, in a general way...

Leitura em língua inglesa: a colaboração na compreensão de textos numa abordagem técnico-profissional; Reading in English: collaboration in understanding texts in a professional-technical approach

Carvalhaes, Lidia Nunes de Ávila
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Letras e Linguística (FL); Faculdade de Letras - FL (RG) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Letras e Linguística (FL); Faculdade de Letras - FL (RG)
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
75.95%
This thesis aims to analyze and understand how the collaboration of pairs of students can cooperate to textual comprehension in English, interpreting the reading strategies and communication used by them to mediate the interaction, in an approach of English for Specific Purposes. The research, based on Vygotsky‟s sociocultural theory and his collaborators, aims to demonstrate that, by working together, participants have the opportunity to interact and can assist each other in understanding the text, allowing the cognitive development that, according to the author, occurs primarily in the interpsychological plan and then is internalized. The ten participants are Técnico em Informática students of Instituto Federal Goiano, Rio Verde Campus, and the discipline of Inglês Técnico is part of this course curriculum. This is a qualitative investigation of three reading tasks in which participants revise together the comprehension of exercises and reconstruct the solution for the proposed questions. At the end of each collaborative task, semi-structured interviews were conducted with students in order to obtain their perceptions of the work developed in pairs. The dialogues produced during the participants‟ interactions were recorded in audio and later transcribed and analyzed. Based on the results...

The rhetorical functions of semi-technical language in post-graduate academic legal writing

Maher, Paschal Daniel Gerard
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/masterThesis; all_ul_research; ul_published_reviewed; ul_theses_dissertations
ENG
Relevância na Pesquisa
55.86%
peer-reviewed; This study, set in the field of English for academic legal purposes (EALP), sets out to first identify a semi-technical word list in post-graduate academic legal written texts and then to examine the rhetorical functions such a wordlist enables as an indicator of the epistemology of the disciplinary community. This field was chosen because access to student assignments is hindered by the fact that they are not in published form; yet numerically, they most likely outnumber published academic material. In a post-graduate context, where in the field of law there is an influx of non-native speakers who have had their legal education in systems other than the English language dominated Common Law, the need to quickly understand how information is to be organised and communicated in student academic texts is a very pressing one indeed. The thesis adopts a corpus linguistics approach to the identification of semi-technical language. The corpus is comprised of texts written by post-graduate students studying Masters in Law (LLM) courses at three universities in Ireland; the corpus is just under one million words. The approach relies on quantitative methods to arrive at a vocabulary list and beyond the initial setting of parameters for data organisation and filtering...

The teaching librarian: ESL and the academic library

Mariner, Fiona
Fonte: Australian Library and Information Association Publicador: Australian Library and Information Association
Tipo: Conference paper
Publicado em //2006
Relevância na Pesquisa
55.8%
The line between librarian and teacher has become increasingly blurred, and never is this more apparent than in the academic library. A further layer of complexity is added when working with students who have English as a second language (ESL). These students’ grasp of language and culture does not always compare to that of a ‘local’ student, and so we cannot make the same assumptions as to their pre-existing knowledge and abilities when engaging them in information literacy (IL) training. This paper discusses IL from an ESL perspective and as a form of English for Specific Purposes (ESP). It offers a pedagogical (i.e., method- rather than content-based) approach to the provision of IL to international students and includes suggestions for best practice and examples taken from the author’s own experience.

Spoken register and Iraqi students in an English for academic purposes program

Al Hamdany, H.; Picard, M.; Maadad, N.; Darmawan, I.
Fonte: Common Ground Publishing Publicador: Common Ground Publishing
Tipo: Artigo de Revista Científica
Publicado em //2013 EN
Relevância na Pesquisa
126.1%
This article reports on the survey results of a longitudinal study over the period of a year and a half into the perceptions of and use of academic register in spoken discourse by 52 Iraqi students at an Australian university in two English for academic purposes (EAP) programs. The results of this study indicate that the participants valued the pre-enrolment course, and believed that it assisted them in the development of spoken register due to its content and explicit focus on register. The participants appeared to value the English for academic purposes component of their bridging course less in terms of satisfaction with content and instruction in general. However, the explicit focus on register in the bridging English curriculum appeared to affect satisfaction levels with this component of the instruction positively. There was also a clear correlation among variables related to satisfaction with content, satisfaction with instruction, motivation to use spoken register and perceived proficiency in relation to native and non-native speakers. The qualitative data in the survey and interviews indicate that the respondents came to a greater understanding of the varieties of register possible when speaking, and how to use those registers appropriately. They describe how the use of appropriate register is related to daily tasks as well as specific academic tasks and genres. This data supports content-based instruction around specific tasks and activities when teaching spoken register and other EAP content. It also supports the literature which suggests that adults tend to favor practical learning activities and materials. We therefore suggest that EAP courses that consist of various stages should be carefully designed to become sequentially more disciplinarily and practically focused to provide the students with the disciplinary and generic academic English skills and content they require.; Hayder AlHamdany...

Developing Chinese scientists' skills for publishing in English: evaluating collaborating-colleague workshops based on genre analysis

Cargill, M.; O'Connor, P.
Fonte: Pergamon Publicador: Pergamon
Tipo: Artigo de Revista Científica
Publicado em //2006 EN
Relevância na Pesquisa
75.86%
Getting papers published in the (largely English-language) international literature is important for individual researchers, their institutions, and the academic community, and the resulting pressure is being felt increasingly in China as a result of top-down policy initiatives. For many researchers, reaching this goal involves two intersecting aspects: developing very specific skills in English as an additional language, often from an initial intermediate proficiency level; and learning to meet the discipline-specific expectations of English-speaking journal referees and editors. This paper describes and evaluates workshops, designed to improve the publication skills of researchers in the agricultural and environmental sciences, which seek explicitly to address both aspects. Key features include a collaborative presentation team consisting of an EAP practitioner and practising scientists who are experienced referees, and methodology based on research findings from genre analysis and EAP. The paper analyses evaluative data from four workshops in China during 2001–2003. Findings include high satisfaction levels of participants, strong endorsement of the value of the collaborating-colleague presentation team, and significantly increased confidence to write a paper in English for international submission. The only participant characteristic associated with best benefit was a completed higher degree. Implications are presented for future practice.; Margaret Cargill and Patrick O’Connor

Secondary discourse in first-year university texts: the role and function of scientific definitions and their implications for teaching English for academic purposes

Shackell, Cameron
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Thesis (Masters)
EN
Relevância na Pesquisa
105.88%
IN RECENT YEARS a number of studies devoted to introductory textbooks used in universities have appeared. Swales (1995: 2-3) provides a convenient list of these: Studies of textbook discourse have so far been largely restricted to introductory texts in standard undergraduate fields such as physics (Kuhn 1970), genetics (Myers 1992), geology (Love 1991, 1992), and economics (Henderson & Hewings 1990; McCloskey 1985; Tadros 1985). The present study seeks to add introductory biology textbooks (hereafter IBTs) used in Australian universities to this list. It does so for a number of reasons. Firstly, as Swales' list suggests, no major study of first year biology textbooks has yet been undertaken. Secondly, such a study would be particularly relevant to Australia where the number of students studying biology - particularly non-native speakers of English - has increased steadily in the past decade causing a corresponding need for English for Specific Purposes (ESP) assistance based on studies of textbooks. And thirdly, recent trends in genre analysis make a study of textbooks a prime site for theory building and development. The first two of these justifications are perhaps self-explanatory. To better understand the last, however, it is necessary to locate the studies mentioned by Swales above within the existing literature. 1.2 The

VALIDATING THE CANADIAN ACADEMIC ENGLISH LANGUAGE ASSESSMENT FOR DIAGNOSTIC PURPOSES FROM THREE PERSPECTIVES: SCORING, TEACHING, AND LEARNING

Doe, Christine
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
66.05%
Large-scale assessments are increasingly being used for more than one purpose, such as admissions, placement, and diagnostic decision-making, with each additional use requiring validation regardless of previous studies investigating other purposes. Despite this increased multiplicity of test use, there is limited validation research on adding diagnostic purposes—with the intention of directly benefiting teaching and learning—to existing large-scale assessments designed for high-stakes decision-making. A challenge with validating diagnostic purposes is to adequately balance investigations into the score interpretations and the intended beneficial consequences for teachers and students. The Assessment Use Argument (AUA) makes explicit these internal and consequential validity questions through a two-stage validation argument (Bachman & Palmer, 2010). This research adopted the AUA to examine the appropriateness of the Canadian Academic English Language (CAEL) Assessment for diagnostic purposes, by forming a validity argument that asked, to what extent did the CAEL essay meet the new diagnostic scoring challenges from the rater perspective, and a utilization argument centered on teachers' and students’ uses of the diagnostic information obtained from the assessment. This study employed three research phases at an English for Academic Purposes (EAP) program in one Canadian university. Data collection strategies included interview and verbal protocol data from two raters (Phase 1)...

Concept Maps powered by computer software: a strategy for enhancing reading comprehension in English for Specific Purposes

Dias,Reinildes
Fonte: Faculdade de Letras - Universidade Federal de Minas Gerais Publicador: Faculdade de Letras - Universidade Federal de Minas Gerais
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 EN
Relevância na Pesquisa
95.86%
This paper focuses on the procedures of an action-research (STRINGER, 2007) that was conducted with undergraduates enrolled in an ESP course at Faculdade de Letras (UFMG). The impelling drive was the creation of a means to solve an educational problem, namely, the enhancement of students' reading comprehension of texts in English for academic purposes. The problem-solving process involved the use of concept maps (NOVAK; CAÑAS, 2008) powered by the CMap Tools software (CAÑAS et al., 2004) to meet the educational needs of a localized teaching situation. Data indicate that concept mapping, facilitated by computer software, can be a useful strategy to improve comprehension. Support for the investigation comes from the theories underlying the ESP approach, meaningful learning, learning as a social enterprise, and collaborative learning.

"This english writing thing": students' perceptions of their writing experiences at an english-medium university

Petri, Bojana
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
95.95%
This article explores five students??? perceptions of their writing experiences at an English-medium post-graduate university in a non-English speaking country as compared to writing in their home country universities in their native languages. Three types of differences are found to be relevant: language and rhetorical differences, disciplinary differences, and differences in educational systems (such as the number of assignments required, the focus of writing instruction, and feedback practices). The analysis shows that some of these differences are unexpected for the students and require a period of adjustment during their transition to an English-medium university. The article concludes by discussing the implications of the findings for English for academic purposes.

The rhetorical structure of academic book reviews of literature: An English-Spanish cross-linguistic approach

Suárez, Lorena; Moreno, Ana I.
Fonte: John Benjamins Publishing Publicador: John Benjamins Publishing
Tipo: Capítulo de libro Formato: 148669 bytes; application/pdf
SPA
Relevância na Pesquisa
65.91%
Since the 1990s, there has been an increasing interest in the study of genres (Swales 1990). Recent research on the academic journal book review (BR) has shown that the BR in English is shaped according to a rhetorical structure that gives it genre status (Motta-Roth 1998). However, it is not known whether this rhetorical structure is shared by comparable texts in other languages. This chapter carried out an English-Spanish cross-linguistic study of the rhetorical structure of BRs on the basis of two comparable corpora of 20 BRs of literature in each language. The main results show that, despite sharing similar overall patterns of organization, the Spanish BRs of literature develop more descriptive moves and are less likely to end with criticism-loaded strategies.; Peer reviewed

Managing academic conflict in English and Spanish academic book reviews: an intercultural rhetoric study

Moreno, Ana I.; Suárez, Lorena
Fonte: Conselho Superior de Investigações Científicas Publicador: Conselho Superior de Investigações Científicas
Tipo: Comunicación de congreso Formato: 100035 bytes; 137695758 bytes; application/pdf; application/octet-stream
ENG
Relevância na Pesquisa
65.92%
This paper was presented at the InterLAE Conference, organised by Universidad de Zaragoza (Spain), Departamento de Filología Inglesa y Alemana (http://www.unizar.es/interlae/conference08.html) in JACA on 11-13 December 2008; Reviewing an academic book can be considered as a potential face-threatening act. The aim of the present paper is to provide insight into how scholars from different but comparable writing cultures manage the potential academic conflict caused by reviewing an academic book. Based on two comparable corpora of 20 academic book reviews of literature written in international English and 20 in Castilian Spanish, the paper compares the frequency and type of critical comments made by the reviewers on the book under review as a function of the size of the academic community the author of the book and the reviewer belong to. Critical comments are defined as positive or negative appreciations of a given aspect or sub-aspect of the book under review. They are identified, interpreted and measured in a way that takes the co-text and the rhetorical context into account, irrespective of their lexico-grammatical realisation. The results show that the Castilian Spanish writers of literary academic book reviews are much less critical in general and show a much lower tendency to evaluate the book negatively than their Anglo-American counterparts. Contextual information provided by the book review writers through an e-mail questionnaire supports the hypothesis that a close personal or professional relationship between the reviewer and the author of the book (or the prospect of it)...

Researching into English for research publication purposes from an applied crosscultural perspective

Moreno, Ana I.
Fonte: Conselho Superior de Investigações Científicas Publicador: Conselho Superior de Investigações Científicas
Tipo: Capítulo de libro Formato: 13798 bytes; application/pdf
ENG
Relevância na Pesquisa
55.99%
Abstract; Spanish scholars have begun requesting courses in skills relevant to publishing in English in order to enhance their chances of seeing their work accepted by international journals. I argue that it would be pedagogically useful to include tasks to raise their awareness of English-Spanish crosscultural variation in academic writing. To support this, more crosscultural research into academic discourses in English and Spanish using rigorous comparative designs is still necessary. After reviewing previous crosscultural studies, I suggest some features of methodology and research design that would allow us to yield increasingly comparable, reliable and explanatory findings on which practical teaching applications could usefully draw.; Peer reviewed

Academic book reviews in English and Spanish: Is “giving reasons for critical comments” a universal politeness strategy?

Moreno, Ana I.; Suárez, Lorena
Fonte: Conselho Superior de Investigações Científicas Publicador: Conselho Superior de Investigações Científicas
Tipo: Capítulo de libro Formato: 12948 bytes; application/pdf
ENG
Relevância na Pesquisa
65.92%
Forthcoming book chapter; In academic journal book reviewing, critical comments on the book under review (henceforth critical comments) can be considered potential face-threatening acts (FTAs). Given the especial interpersonal conflict potentially caused by assessing the work written by a peer in a public context, it may be wise for reviewers to mitigate their force. In the present paper we focus on a politeness strategy, i.e. giving reasons, which commonly serves reviewers to redress the force of the FTA potentially caused. We aim to provide insight into the extent to which scholars from different but comparable writing cultures justify their critical comments with supporting reasons, thus helping them to manage the potential interpersonal conflict created. Our empirical comparison is based on two comparable corpora of academic book reviews of literature, 20 written in Anglo-American English, and 20 in Castilian Spanish. The results show that, while reviewers in the two corpora offer a substantial amount of unjustified critical comments, these are proportionally more frequent in the Spanish corpus. Also, while the Anglo-American reviewers are more inclined to justify negative critical comments than positive ones, this tendency is opposite for the Castilian Spanish reviewers. A semi-structured e-mail questionnaire is piloted to see whether responses from reviewers to an open-ended question on these issues could reveal any explanatory information. Implications for English for Academic Purposes are drawn.; Peer reviewed

A framework for comparing evaluation resources across academic texts

Moreno, Ana I.; Suárez, Lorena
Fonte: Walter de Gruyter Publicador: Walter de Gruyter
Tipo: Artículo Formato: 105439 bytes; application/pdf
ENG
Relevância na Pesquisa
96.02%
Pre-print version attached.-- Final full-text version available Open Access at the journal site through the link below.; The use of evaluation resources has proven to be an especially difficult area in English for Academic Purposes. Our aim is to propose a methodological framework for identifying recurrent differences in the use of evaluation resources in academic texts across English and other languages. We argue that for comparisons to be meaningful, studies of independent but comparable successful texts should contrast propositions that are similar in terms of their pragmatic or discourse function. We narrow the focus of the proposal down to the academic book review genre in one particular academic discipline and argue for the contrast of propositions functioning as critical acts on similar THINGS, the academic books under review. We reason that for fruitful comparisons it would be necessary to distinguish between evaluation resources occurring on the propositional, metadiscoursal and rhetorical planes. We discuss the types of evaluation resources that occur on these three planes in a corpus of 20 recent literary academic book reviews in English. We conclude that applying this framework to the quantitative analysis of comparable texts and propositions across languages would help to establish the extent to which the use of evaluation resources varies as a function of the language in a useful way.; Peer reviewed

The thick end of the wedge : encouraging autonomous learning by advanced-level ESL university students

Lynch, Tony
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Article; info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em //2000 ENG
Relevância na Pesquisa
55.83%
Much of the literature on language learner autonomy has its roots in foreign language contexts, where learners have limited opportunities for interaction with the target language. It is generally assumed that learners and teachers working in an English as a Second Language (ESL) setting are in a relatively privileged position to take advantage of the greater opportunities for language practice beyond the language classroom. However, converting potential learning opportunities into opportunities taken is not necessarily straightforward, even for advanced-level learners in a linguistically rich ESL context. In this paper I discuss a project to create learner education materials for international students at the University of Edinburgh whose English is sufficiently high to exempt them from the University's language support programme. The materials are designed to help them to realise, in both senses, the language learning potential of their daily encounters with English in an academic environment. I describe the materials' origins, comment on a sample unit, report the responses of student users, and outline future development of the materials.

Language motivation and attitudes: a study with English for Academic Purposes learners

Cerqueira, Flavia Azeredo; Universidade Federal de Minas Gerais The Johns Hopkins University, Baltimore, MD; Badger, Shellwyn; Universidade Federal de Minas Gerais
Fonte: Revista Horizontes de Linguistica Aplicada Publicador: Revista Horizontes de Linguistica Aplicada
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 12/12/2015 POR
Relevância na Pesquisa
85.88%
AbstractThe study investigates English for Academic Purposes (EAP) course learners’ motivation within the L2 Motivational Self System Framework (cf. DÖRNYEI; CLÉMENT, 2001; DÖRNYEI, 2005; CSIZÉR; DÖRNYEI, 2005b) and their achievement. The framework consists of three components, of which the ideal L2 self is the most important in the maintenance of motivation.  Brazilian learners of EAP, students of a federal university in Belo Horizonte, participated in the study. The data was collected by means of questionnaires about attitude and motivation towards the L2, L2 learning and EAP, and also the ethnicity and socioeconomic backgrounds of learners. The EAP course as a program component of a broader, federal Brazilian policy with both national and international stakeholders was also examined. The results suggest that the learners possess a well-established ideal L2 self.  The variables measured in this project presented a positive tendency towards L2 motivation. This confirms that the participants were motivated to learn the L2 language, in this case English.  The socioeconomic and ethnic variables indicate that whites from a middle-class background are the majority group on campus. Recommendations for further research in L2 motivation and policy studies conclude the paper.Keywords: EAP. Educational policy. International education. L2 motivational self system. Language attitudes. L2 learning. ResumoEste estudo investiga a motivação de aprendizes de Inglês para Fins Acadêmicos (IFA) a partir do Modelo de Autossistema Motivacional na L2 (DÖRNYEI; CLÉMENT...

An aspect of language for academic purposes in secondary education: complex sentence comprehension by learners in an integrated Gauteng school

van Rooyen,Danielle; Jordaan,Heila
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/05/2009 EN
Relevância na Pesquisa
75.84%
Language for academic purposes is an important concept, not always recognised and developed within the education system. The ability to use language for learning can be difficult for individuals who are educated in a second language. They are required to master complex concepts in a language they are still acquiring. We aimed to discover how secondary school learners performed on an aspect of academic language: complex sentence comprehension. A group of 464 adolescent participants' performance on the grammatical understanding subtest of the Test of Adolescent Language was analysed in relation to their status as first or second language English learners, their grade, gender, literacy experiences, preferred modality of learning, and other factors deemed to in­fluence language acquisition in modern society. The results indicated that the majority of learners achieved within the average range. There were significant differences between the male and female participants and the junior phase ESL males achieved the lowest scores. It was concluded that it may take 8-9 years of formal schooling for some individuals to acquire the requisite academic language proficiency, particularly if they are learning in their second language. This has important implications for the teaching and assessment of second language learners.