- Title
- Rethinking english language support : reflections from chinese international students on communicating orally in english in the study abroad context
- Creator
- Pruis, Karen
- Date
- 2019
- Type
- Text; Thesis; PhD
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/171016
- Identifier
- vital:14248
- Identifier
- https://library.federation.edu.au/record=b2905063
- Abstract
- Australian universities are currently emphasizing such graduate qualities as English language proficiency. However, this can be problematic for many international students who may still be struggling to communicate orally in English while participating in their chosen course of study. Indeed, the English language proficiency of international students has often received negative attention from the Australian media, employers, and academics. Several government reviews have recommended ongoing English language support for international students that extends beyond existing English language entry requirements, English Academic Preparation programs, and Post-entry Language Assessments. At the same time, there has been a critique of responses to these issues which focus on language proficiency—and simply place the onus on international students to increase their English language proficiency—without taking issues of intercultural communicative competence into account, along with calls for institutional frameworks to better support student experience. This thesis is one contribution to this debate, supported and informed by an exploration of lived experiences of Chinese students engaging with oral English language use and other supports. Not only are Chinese students the largest cohort of international students in Australia, but English education in China also does not appear to prepare them effectively to communicate orally in English. Very different sociocultural backgrounds can also make it difficult for this cohort to engage both academically and socially in Australian higher education. These issues comprise road blockers that can limit English language practice opportunities and negatively affect academic success. iii This thesis shines a light on this cohort’s oral English language experiences in the study abroad context via engagement of Max van Manen’s (1990, 2014) frameworks for phenomenologically oriented qualitative research. Drawing on the lived experiences of Chinese students and a critical review of the regulatory frameworks that inform sectoral and institutional English language proficiency models, this thesis argues for an English language proficiency support framework that integrates insights from intercultural communicative competence into oral English language proficiency as well as the development of curriculum, course delivery, and assessments.; Doctor of Philosophy
- Publisher
- Federation University Australia
- Rights
- Copyright Karen Pruis
- Rights
- Open Access
- Rights
- This metadata is freely available under a CCO license
- Subject
- Chinese International Students; International students; English as a second language; Phenomenology; Lived experience; Study abroad; Intercultural communicative competence
- Full Text
- Thesis Supervisor
- Mummery, Jane
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