English medium higher education in Hong Kong: linguistic challenges of local and non-local students

IF 2.1 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Christopher Shepard, H. Rose
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引用次数: 1

Abstract

Abstract This research project involved a mixed-methods study investigating language-related challenges of first-year students at an English Medium Instruction (EMI) university in Hong Kong. The two-phased sequential study employed a questionnaire survey and semi-structured student interviews. The survey and interview findings indicate that first-year students face a number of language-related academic challenges during their first year at an EMI university in writing, reading, speaking, and listening, many of which appear to stem from lower levels of vocabulary knowledge in English, unfamiliarity with academic and technical terminology, and limited exposure to varieties of English. Additionally, the findings suggest that these challenges can vary significantly based on background and first language, relating specifically to three different demographic student groups: local Hong Kong Cantonese-speaking students, Putonghua-speaking mainland Chinese students, and non-Chinese speaking local and international students.
香港英语高等教育:本地和非本地学生的语言挑战
摘要本研究项目采用混合方法研究香港一所英语教学大学一年级学生的语言挑战。这项分两个阶段进行的连续研究采用了问卷调查和半结构化的学生访谈。调查和访谈结果表明,在EMI大学的第一年,一年级学生在写作、阅读、口语和听力方面面临着许多与语言相关的学术挑战,其中许多挑战似乎源于英语词汇知识水平较低、对学术和技术术语不熟悉以及接触各种英语的机会有限。此外,研究结果表明,这些挑战可能因背景和第一语言的不同而有很大差异,具体涉及三个不同的人口统计学生群体:香港本地粤语学生、普通话学生和非华语本地和国际学生。
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来源期刊
CiteScore
4.70
自引率
0.00%
发文量
34
期刊介绍: Language & Education provides a forum for the discussion of recent topics and issues in the language disciplines which have an immediate bearing upon thought and practice in education. Articles draw from their subject matter important and well-communicated implications for one or more of the following: curriculum, pedagogy or evaluation in education. The task of the Journal is to encourage language specialists and language in education researchers to organise and present their material in such a way as to highlight its educational implications, thereby influencing educational theorists and practitioners and therefore educational outcomes for individual children.
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