高等建筑教育最新文献

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First- and final-semester non-native students in an English-medium university: Judgments of their speech by university peers 英语授课大学第一学期和期末非母语学生:大学同学对其演讲的评价

高等建筑教育 Pub Date : 2014-02-01 DOI: 10.1515/cercles-2013-0015

Sara Kennedy, P. Trofimovich

{"title":"First- and final-semester non-native students in an English-medium university: Judgments of their speech by university peers","authors":"Sara Kennedy, P. Trofimovich","doi":"10.1515/cercles-2013-0015","DOIUrl":"https://doi.org/10.1515/cercles-2013-0015","url":null,"abstract":"Abstract By the end of their studies, non-native speakers of English studying at English-medium universities have had several years of exposure to English in that setting. Do non-native students, particularly those enrolled in non-languagerelated programs, show different levels of second language (L2) speaking ability in their final semester of studies than non-native students in their first semester, as judged by other students in the university community? In this exploratory cross-sectional study, two matched groups of L2 English university students in their first or final semester of study in non-language-related programs (N = 20) were recorded in mock job interviews. The students were rated by two groups of raters for accentedness, comprehensibility, fluency, and communicative effectiveness. Both rater groups were university students; one group was from diverse academic programs, while the other group was studying human resource management (HRM). Although the first- and final-semester L2 English students differed in how long they had studied in English, no significant difference in ratings between first- and final-semester students was found. However, the two rater groups differed in how they rated accentedness and comprehensibility, suggesting that the nature of listeners' previous academic experience (e.g., with HRM) influences their judgments. The use of holistic rating scales to evaluate L2 speech is discussed, as well as the relationship between the nature of language exposure and the performance of the student and rater groups.","PeriodicalId":60797,"journal":{"name":"高等建筑教育","volume":"156 1","pages":"283 - 303"},"PeriodicalIF":0.0,"publicationDate":"2014-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86313906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

The European Language Portfolio and Languages for Specific Purposes: A project to develop “can do” descriptors focused on students' interests and motivation 欧洲语言组合和特定用途语言:一个开发“可以做”描述符的项目，重点关注学生的兴趣和动机

高等建筑教育 Pub Date : 2014-02-01 DOI: 10.1515/cercles-2013-0016

Federica Gori

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引用次数: 1

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