Warianty tytułu
Języki publikacji
Abstrakty
Objective: The aim of this study has been to analyse the use of English as lingua franca at an internationalised university in a non-English speaking country, the challenges caused by the need to use English for academic and social purposes as well as the use of other languages by a multicultural student community.
Methodology: The methodology was based on qualitative research and involved open-ended interviews with students of 14 nationalities as well as staff members, both local (Polish) and from English-speaking countries.
Findings: The main findings indicate: a degree of mismatch between the self-perception of English language competence and the actual ability to use it; the key function of language for social bonding; frequent recourse to first language comfort zones rather than the use of the lingua franca.
Value Added: The research focuses on English language issues in a non-English speaking country, an understudied area in higher education. It draws attention to the use of Russian as a secondary lingua franca among students for whom it is their other language of fluent communication.
Recommendations: University level educators should be more aware of the specificity of the problems in the use of English by international students, including such as underestimated listening comprehension issues, tensions connected with the use of polite forms and the mismatch between communication skills in English and the academic needs. The impact of language identity on international students social networking should be taken into account as well. (original abstract)
Methodology: The methodology was based on qualitative research and involved open-ended interviews with students of 14 nationalities as well as staff members, both local (Polish) and from English-speaking countries.
Findings: The main findings indicate: a degree of mismatch between the self-perception of English language competence and the actual ability to use it; the key function of language for social bonding; frequent recourse to first language comfort zones rather than the use of the lingua franca.
Value Added: The research focuses on English language issues in a non-English speaking country, an understudied area in higher education. It draws attention to the use of Russian as a secondary lingua franca among students for whom it is their other language of fluent communication.
Recommendations: University level educators should be more aware of the specificity of the problems in the use of English by international students, including such as underestimated listening comprehension issues, tensions connected with the use of polite forms and the mismatch between communication skills in English and the academic needs. The impact of language identity on international students social networking should be taken into account as well. (original abstract)
Czasopismo
Rocznik
Tom
Numer
Strony
45--65
Opis fizyczny
Twórcy
- SWPS University of Social Sciences and Humanities, Warsaw, Poland
Bibliografia
- Bayles, M. (2014). Through a Screen Darkly. Popular Culture, Public Diplomacy, and America's Image Abroad. New Heaven & London: Yale University Press.
- Biłas-Henne, M. (2011). Sieci społeczne i wsparcie społeczne studentów program Erasmus. In: W. Martyniuk (ed.) Internacjonalizacja studiów wyższych (pp. 171-189). Warszawa: Fundacja Rozwoju Systemu Edukacji.
- Bryła, P. (2015). Self-Reported Effect of And Satisfaction With International Student Mobility: A Large-Scale Survey Among Polish Former Erasmus Students. Procedia - Social and Behavioral Sciences, 191, 2074-2082.
- Byram, M. (2019). Intercultural Language Teaching in an Era of Internationalization. In: P. Romanowski, & E. Bandura (eds.), Intercultural Foreign Language Teaching and Learning in Higher Education Contexts (pp. 99-120). Hershey, PA: IGI Global.
- Cammish, N. K. (1997). Through a glass darkly: problems of studying at advanced level through the medium of English. In D. McNamarra & R. Harris (eds.), Overseas Students in Higher Education: Issues in teaching and Learning (pp. 143-155). London: Routledge.
- Cohen, L., Manion L., & Morrison K. (2000). Research Methods in Education. London: Routledge Falmer.
- Cortazzi, M., & Jin, L. (1997). Communication for learning across cultures. In: D. Mc-Namarra, & R. Harris (eds.), Overseas Students in Higher Education: Issues in teaching and Learning (pp. 76-90). London: Routledge.
- Extra, G., & Verhoeven, L. (1999). Process of Language Change in a Migration Context: the Case of the Netherlands. In: G. Extra, & L. Verhoeven (eds.,) Bilingualism and Migration (pp. 29-58). New York: De Gruyter.
- Górska, W. (2013). Ways with writing, International Students' perspectives on responding to academic writing requirements in UK higher education. In: S. Sovis, & M. Blythman (eds.), International Students Negotiating Higher Education: Critical Perspectives (pp. 190-208). London and New York: Routledge.
- Komorowska, H. & Krajka, J. (2016). Monolingualism - Bilingualism - Multilingualism. The Teacher's Perspective. Frankfurt-am-Main: Peter Lang.
- Kostera, M., & Krzyworzeka, P. (2012). Etnografia. In: D. Jemielniak (ed.), Badania jakościowe. Metody i narzędzia (pp. 176-187). Warszawa: Wydawnictwo Naukowe PWN.
- Lewis, R. D. (2006). When Cultures Collied. Leading Across Cultures. Boston-London: Nicholas Brealey International.
- Liu, J. (2001). Asian Students' Classroom Communication Patterns in U.S. Universities: An Emic Perspective. Westport, Ct.: Ablex Publishing.
- MNiSW. (2013). Szkolnictwo Wyższe w Polsce. http://www.nauka.gov.pl/g2/oryginal/2013_07/0695136d37bd577c8ab03acc5c59a1f6.pdf. Access: 16.09.2017.
- Pryor, B., Butler, J., & Boeringer, K. (2005). Communication Apprehension and Cultural Context: A Comparison of Communication Apprehension of Japanese and American Students. North American Journal of Psychology, 7/2, 247-252.
- Pucułek, A. (2017). Po naukę do Polski. Gazeta Wyborcza. 16 Nov., 5.
- Schulte, Sh., & Choudaha, R. (2014). Improving the Experiences of International Students. Change, November/December, 52-58.
- Sovic, S. (2013). Classroom encounters. International students' perspectives of tutors in the creative arts. In: S. Sovis, M. Blythman (eds.), International Students Negotiating Higher Education: Critical Perspectives (pp. 87-103). London and New York: Routledge.
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
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