Erling, Elizabeth J.
PDF (Not Set)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
|DOI (Digital Object Identifier) Link:||https://doi.org/10.1017/S026607840200202X|
|Google Scholar:||Look up in Google Scholar|
A report on German university students learning and working in English.
WHEN A student produces a sentences like “I learn English since ten years” it can be assumed that they haven't had a very good English teacher, that they may not, in fact, be very good in English despite the amount of time they've spent learning the language. However, some of my students may indeed produce a sentence like this. In the English Department of the Freie Universität in Berlin, I teach students who have already studied English for at least ten years by the time they enter university. And in order to study in our department, the students must pass a proficiency-level entrance exam. These students then have English as one of their major subjects, so their knowledge of the language is fairly sophisticated and their contact with the language regular.
|Item Type:||Journal Article|
|Academic Unit/School:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
International Development & Inclusive Innovation
|Depositing User:||Elizabeth Erling|
|Date Deposited:||13 Nov 2007|
|Last Modified:||10 Feb 2017 04:50|
|Share this page:|
Download history for this item
These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.