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The phonetics and phonology of Hong Kong English: a study of fricatives
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English in Kiribati: a historical, linguistic and sociophonetic report on a Micronesian variety ...
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Acquiring an L2 sociophonological feature:The perception and production of rhoticity by Chinese learners of English
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Sussex by the sea: a descriptive analysis of dialect variation in the South East of England based on English Dialect App data ...
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Variação e competência sociolinguísticas no ensino de inglês como língua estrangeira. ...
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Creating Identity and Uniting a Nation - The Development of the Water Motif from Ancient Greek Bucolic to Early Modern English Pastoral Poetry
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Masculinism in Twentieth-Century Literature: Dissidence and Dissemblance in André Gide’s The Immoralist, Vladimir Nabokov’s Lolita, and Philip Roth’s Sabbath’s Theater
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A Northern City Going Elsewhere: Apparent and Real-Time Sound Change in Ogdensburg, New York ...
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The verbal and the visual in language learning and teaching: insights from the ‘Selfie Project’
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The English Dialects App: The creation of a crowdsourced dialect corpus ...
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Should we teach from materials developed with corpus linguistics?
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Book review of "Culture and Identity through English as a Lingua Franca: Rethinking Concepts and Goals in Intercultural Communication" - Will Baker
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Challenging the power invested in the International English Language Testing System (IELTS): Why determining ‘English’ preparedness needs to be undertaken within the subject context
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Abstract:
Higher Education (HE) institutions worldwide base international student recruitment on the assumption their preparedness in ‘English’ is assured if they reach a certain level in tests such as the International English Language Testing System (IELTS). This assumes an abstract objectivist view of language that sees the ‘English’ as removable for testing in any context. However, in an individual subjectivist view of language, ‘English’ is inextricably linked with context, i.e. subject content that symbiotically connects thought and meaning. In this paper, we outline these views of language and consider the ‘English’ of IELTS. Next we detail interviews and focus groups we conducted with lecturers in subject areas of Design, Nursing, Engineering, Business, Computing, and Psychology. These researched the ‘English’ required in subjects and the thinking underpinning it. We then present and discuss results around three themes of ‘How ‘English’ is specific to the content of subjects’; ‘How the ‘English’ of subjects is underpinned by unique ideological and psychological elements’ and; ‘How the non-textual elements of different subjects are intertwined with their ‘English’’. Our results illustrate why we need to challenge the power invested in IELTS, and why determining English preparedness needs to be undertaken within the subject context.
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Keyword:
378 Higher education; 420 English & Old English languages; Education; English; higher education; Information Society; International English Language Testing System; international student recruitment; LB2300 Higher Education
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URL: https://napier-surface.worktribe.com/669675/1/Challenging%20the%20power%20invested%20in%20the%20International%20English%20Language%20Testing%20System%20%28IELTS%29%3A%20why%20determining%20%E2%80%98English%E2%80%99%20preparedness%20needs%20to%20be%20undertaken%20within%20the%20subject%20context https://doi.org/10.1177/1757743817691995 http://researchrepository.napier.ac.uk/Output/669675
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U när i so, es geit ume Dialäkt hie: quotative variation in Bernese Swiss German ...
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The embedded indexical value of /s/-fronting in Afrikaans and South African English ...
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The substance of style: Gender, social class and interactional stance in /s/-fronting in southeast England ...
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Disrupting the tourist gaze/gays: The globalizing discourse of queer mobilities ...
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Crowdsourcing language change with smartphone applications ...
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