Assessment of english-language proficiency for general practitioner registrars

Chur‐Hansen, Anna; Elliott, Taryn; Klein, Nigel Charles; Howell, Cate

doi:10.1002/chp.92

Cited by 4 publications

(1 citation statement)

References 9 publications

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“…Over the past 30 years, the use of English for medical purposes has been analyzed in the different contexts. Research on evaluation of needs for specialized English learners has ranged from variety of studies including overcoming language barriers with foreign-language speaking patients (11), the role of computers in supporting access to the curriculum (12,13), the perception of English needs among medical college students (14,15), the assessment of English proficiency and success in medical staff (16,17). Some studies have focused their scope on the recommendations for development of the language courses and on identification of the teaching area gaps (18,19).…”

Section: Discussionmentioning

confidence: 99%

Specialist English as a foreign language for European public health: evaluation of competencies and needs among Polish and Lithuanian students

Šumskas

Czabanowska²,

Brunevičiūtė³

et al. 2010

Medicina

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Foreign languages are becoming an essential prerequisite for a successful carrier among all professions including public health professionals in many countries. The expanding role of English as a mode of communication allows for university graduates to project and to seek their career in English-speaking countries. The present study was carried out in the framework of EU Leonardo da Vinci project “Specialist English as a foreign language for European public health.” The study aimed to get a deeper insight how the English language is perceived as a foreign language, by Polish and Lithuanian public health students, what is level of their language competence, which level of English proficiency they expect to use in future.Material and methods. A total of 246 respondents completed the special questionnaires in autumn semester in 2005. A questionnaire form was developed by the international project team. For evaluation of English competences, the Language Passport (Common European Framework of Reference for Languages of Council of Europe) was applied. Results. Current self-rated proficiency of the English language was at the same level for Lithuanian (3.47±1.14) and Polish (3.31±0.83) respondents (P>0.05). Majority of respondents (88.6% of Lithuanian and 87.8% of Polish) reported using the English language for their current studies. Respondents reported a significant increase in necessity for higher level of English proficiency in future: mean scores provided by respondents changed from B1 level to B2 level. Respondents gave priority to less formal and practice-based interactive English teaching methods (going abroad, contacts with native speakers) in comparison with theory-oriented methods of learning (self-studying, Internet courses). Conclusions. Similar levels of English language in all five areas of language skills were established in Polish and Lithuanian university students. Respondents gave more priorities to less formal and practice-based interactive English teaching methods (going abroad, contacts with native speakers) in comparison with theory-oriented or classroom-based methods of learning (self-studying, Internet courses). Survey showed a growing interest of students in improving English language in the future in Poland and Lithuania.

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