In European higher education the growing number of English-Medium (EM) courses, i.e. non-language subjects taught through English, has led to discussion about, and research on, whether the use of a foreign language for instruction has a negative impact on teaching and learning. The present quantitative study investigates this issue by comparing student lecture comprehension in English and the fi rst language (L1) at three Norwegian and two German institutions of higher education, with a sample comprising 364 Norwegian and 47 German student respondents. It compares selfassessment scores for lecture comprehension in English and the L1. Analysis shows that while the difference between English and L1 scores was not substantial, a considerable number of students still had diffi culties understanding the English-Medium lectures. Among the main problems, which in fact were similar in English and the L1, were diffi culties distinguishing the meaning of words, unfamiliar vocabulary, and diffi culties taking notes while listening to lectures. The study argues the need to improve the quality of lecturing in English and L1 as well as the lecturers' and students' English profi ciency.
This article presents a study of the academic reading proficiency in English of 217 senior level Norwegian upper secondary school students who upon graduation are considered qualified for higher education. Testing with an International English Language Testing System (IELTS) Academic Reading Module revealed that two thirds of the 178 respondents with ordinary EFL courses did not achieve the equivalent of the IELTS Band 6 score minimum that is usually required for admission to British and Australian universities. In comparison, two thirds of a sample of 39 respondents with a single, sheltered Content and Language Integrated Learning (CLIL) subject achieved a Band 6 score or better. Closer analysis indicates that the poor test scores can be attributed to weaknesses in current English as a Foreign Language (EFL) instruction where reading is neglected, where students do not learn to adjust how they read to reading purpose, and where they do not learn how to handle unfamiliar words to avoid disrupting the reading process. The article ends with suggestions on how to improve EFL instruction, in Norway and elsewhere.
The present needs analysis study uses data from a quantitative survey of language use and needs in 302 export fi rms to identify for which tasks and in which communicative situations English is used, and to what extent language diffi culties are encountered. The survey data are then triangulated with those of two studies of job advertisements. The fi ndings indicate that while a large number of staff in Norwegian export fi rms use English fairly well, many still experience diffi culties involving language profi ciency as well as communication skills. An important implication is that Norwegian institutions of higher education need to meet their students' need for advanced profi ciency in General English, English for Specifi c Purposes as well as the communication skills needed in occupational contexts. The fi ndings also indicate that the prevailing focus on communication skills in recent studies of Business English as a Lingua Franca is inadequate, and that such skills must be complemented with advanced English profi ciency.
Nordic universities are involved in a global competition against American and UK universities, whose main competitive advantage is their placement in English-speaking countries. The authors argue that Nordic universities need to do more to offset this advantage than merely offer English-Medium (EM) courses to foreign and domestic students. They also need to systematically address their students' need for advanced occupational English skills. To underpin this claim, the authors use data from three different needs analyses: (1) a large-scale survey of language use and needs in Norwegian government ministries, (2) a qualitative follow-up study based on interviews of state directorate staff, and (3) a follow-up survey of ministerial job advertisements. These show that while almost 89 % of ministerial staff use English at work on a regular basis, almost 80 % of the highly educated staff have no formal English courses beyond upper secondary school, and that this leads to communication problems. The job advertisement data show that this is because language skills are invariably required in combination with professional degrees that do not necessarily include language modules. It concludes by arguing the need to integrate language-learning goals into EM courses and to supplement these with occupational English and communication courses.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.